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I LIBRARY OF CONGRESS. 

Shelf ___\I__S.*( 

UNITED STATES OF AMERICA. 



COLUMBIAN 



Language Lessons 



BY 



THOS. P^VICKROY, A. M., Ph. D. 




*J>*! 



OF C0*r 






Z'* 






CHICAGO NEW YORK 

The Werner Company 



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Copyright, 1895, by THE WERNER COMPANY. 

COL. LANG. LES. 



PREFACE. 

The Columbian Language Lessons is designed 
as a text-book for middle grades. It aims to give the 
maximum of practical exercises with the miminnm of 
technicality. It embraces all sides of grammatical 
instruction and provides a great variety of practical 
exercises. A glance at the contents will show its 
scope. The facts of Grammar are illustrated by 
appropriate exercises so abundant as to insure the 
thorough inculcation of grammatical principles. 

This volume recognizes the good work that is now 
being done in the primary grades; and, in a system- 
atic way, it sums up. all that is generally taught in 
these grades and gives it consistency. 

The branches which relate to language are Spelling, 
Reading and Grammar. In Spelling the pronuncia- 
tion, orthography and meaning of words are con- 
sidered. In Reading the pupil is trained to seize 
mentally the meaning of the printed page and to 
communicate it to others. In Language Lessons is 
involved a course of training by which the pupil 
learns the order and choice of words and the forms to 
be given these when used in sentences. 

As the sentence is the unit of discourse it is treated 
in all its phases. Ideas are awakened in the mind 
either by objects or by words. The movement of 



4 COLUMBIAN LANGUAGE LESSONS. 

thought is from objects to ideas and thence to words; 
or, from words to ideas and thence to objects. Object, 
idea and word are so related that any one of these 
being given, the other two arise spontaneously. At 
first, object-lessons and picture-lessons enable the 
pupil to realize vividly the meaning of words, but he 
may return to objects either through words or ideas. 
Hence in some lessons we have advanced from the 
picture or object; in others, from words, and in still 
others, from ideas suggested by questions to a fuller 
expression of thought. As the process of thinking 
involves a going from one idea to another, the com- 
bining of these ideas and the final viewing of them 
as one entire thought, in like manner the teaching of 
the sentence should express all the elements and 
phases involved in the process of thinking. This 
book is so planned that the pupil will unconsciously 
pass through the various stages of thinking while he 
is learning the forms and laws of good English. 

While technical grammar is not neglected, the 
importance of imbedding in the mind the common 
facts of English speech is emphasized through hun- 
dreds of oral and written exercises. The book will 
serve as an Elementary Rhetoric. 

The correlation of spelling, reading and language 
is worked out in the Columbian Speller, Readers and 
Grammars. The province of each is distinctly 
marked, and the one will aid in making instruction 
in the others more thorough. 

Chicago, July /, iSpj. 



CONTENTS. 

WESSON. PAGES. 

1. Describing Pictures 9 

2. Making Sentences 10-11 

3. Parts of the Sentence . 11-12 

4. Diagraming Sentences . 12 

5. Constructing Sentences 13 

6. The Copula 14 

7. Supplying Predicates 15 

8. Pronouns as Predicates 16 

9. The Use of the word And 16-17 

10. The Adjective Element „ , 18 

11. The Use of Adjectives 19 

1:2. The Use of Possessives 20 

13. The Use of Appositives 21 

14. The Objective Element 22 

15. The Use of Verb-Forms 23-24 

16. Describing Pictures 25 

17. The Indirect Object 26 

18. The Use of Verb-Forms 27 

19. The Adverbial Element 28-29 

20. The Use of the word There 29-30 

21. Quality and Manner 30 

22. Nouns expressing Time, Distance, etc 31-32 

23. Adjectives after Verbs 32 

24. Review of Simple Elements 32-33 

25. Logical Subject and Predicate 34-35 

26. The Declarative Sentence 35-36 

27. The Interrogative Sentence 36-37 

28. The Imperative Sentence 37 

29. The Exclamatory Sentence 38-39 

30. Describing a Picture 40-41 

31. Letter- Writing 41 

32. How to Write a Story 42 

33. Capital Letters 42-44 

34. Capital Letters (Continued) 44-45 

35. Capital Letters (Concluded) 46 

36. The Use of the Period 47 

5 



6 COLUMBIAN LANGUAGE LESSONS. 

WESSON. PAGES. 

37. Use of the Interrogation-Point and Exclamation-Point ..48-49 

38. Description of Flowers 50 

39. Distinguishing Colors 50 

40. Describing a Picture 51 

41. The Use of Homonyms .' 52-53 

42. The Noun ., 54-56 

43. Selecting Nouns 57 

44. Reproducing a Story 57 

45. A Ride on Prince 58 

46. The Pronoun 59-60 

47. Grammatical Person 60-61 

48. Grammatical Number 61-63 

49. Gender of Nouns and Pronouns 63-64 

50. Forms which distinguish Sex 65-66 

51. Case 66-67 

52. Declension of Nouns 68 

53. Declension of Personal Pronouns 69-70 

54. Relative Pronouns 71-72 

55. Story about Flying-Fish 73 

56. The Verb a 74-75 

57. Kinds of Verbs 76 

58. Copulative Verbs 77 

59. Voice 78 

60. Mode , 70-80 

61. Tense-Forms 80-81 

62. Story about a Bird's Nest 82 

63. Infinitives and Participles 83-84 

64. Formation of the Past Tense 84-85 

65. Irregular Verbs , 85-86 

66. Irregular Verbs (Continued) 86 

67. Irregular Verbs (Continued) 87 

68. Irregular Verbs (Concluded) 88 

69. Redundant Verbs 88 

70. Regular Verbs , 89 

71. Person and Number of Verbs 89-90 

72. Inflected Forms of to Cry 90 

73. Inflected Forms of to Take 91 

74. Auxiliary Verbs— Inflected Forms 91-92 



CONTENTS. 7 

WESSON. PAGES. 

75. Inflected Forms of Have 93 

76. Inflected Forms of Shall and Will 93-94 

77. Inflected Forms of May and Can 94-95 

78. Uses of Shall and Will 95-96 

79. Use of Have 96-97 

80. Use of May and Can 97-98 

81. Story of the Opossum 99 

82. The Adjective 100-101 

83. Lesson on an Apple 101-102 

84. Kinds of Adjectives 102-103 

85. Analysis of Sentences 104 

86. The Adverb 105-106 

87. Comparison of Adjectives and Adverbs 106-108 

88. Irregular Adjectives and Adverbs 108-110 

89. The Preposition ao 111-112 

90. The Conjunction 112 113 

91. The Interjection 114 115 

92. Story of the Hermit Crab 115 

93. Syntax of Subject and Verb 116-118 

94. Object of the Verb.....,...: 118 

95. Prepositions with Objects 119-120 

96. Use of Possessive Forms 120-122 

97. The Use of Adjectives 122-123 

98. The Use of Adverbs 124 

99. Use of Conjunctions. 125 126 

100. Pronouns as Predicates 126 

101. Pronouns Agreeing with Antecedents 127-128 

102. Uses of Words Summarized 128-129 

103. Going a-Fishing ]30 

104. Correcting Plural Forms 131 

105. Correcting Forms of the Subject and Verb : 131-132 

106. Correcting Words Used as Objects 132 

107. Correct Possessive Forms 133 

108. Correct Order of Words 133 

109. Adjectives Incorrectly Used 134 

110. Compound Subjects , 134 

111. Predicate Pronouns 135 

112. Correct P A orm of Verbs 135 



8 COLUMBIAN LANGUAGE LESSONS. 

I.KSSON. PAGES. 

113. Use of the Proper Auxiliary 136 

114. Wrong Verb Forms Used 136-137 

115. Wrong Words Chosen 137 

116. Combination of Simple Sentences 138 

117. Compound Sentences 139 

118. Complex Sentences ... .„ 140-141 

119. Making Compound and Complex Sentences 141 

120. Constructing Compound Sentences 142 

121. Constructing Complex Sentences 143 

122. Story of the Kangaroo 144-145 

123. Finding Simple Sentences 145 

124. Finding Compound Sentences 146-147 

125. Finding Complex Sentences 147-148 

126. Colon and Semicolon 149-151 

127. The Comma 151-152 

128. Dash, Quotation-marks, Parenthesis and Brackets 153-155 

1 29. Apostroph e an d Hy phe n 1 55 156 

130. Making out Bills 157 

131. Receipts 158 

132. Promissory Notes .„ 1 : ">9 

133. Transposing a Poem 160 

134. Resolving a Poem into Sentences 161 

135. Letters 162-164 

136. Outlines for Letters 165-167 

137. Formal Notes— Answers 167-168 

138. Reproduction ....168 169 

139. Composition 170 171 

140. Long Vowels and Diphthongs 172-173 

141. Short Vowels 174 

142. Semivowels , 175 

143. Spirants 176 

144. Mutes 176-177 

145. Hyphenation of Words 178 

146. Derivative Words— Euphony 179-180 

147. Accent and Syllabication 181-182 

148. Independent Elements 182-186 

149. Topical Review , 186-190 

150. Index 191-192 



COLUMBIAN LANGUAGE LESSONS. 




LESSON L 



DESCRIBING PICTURES. 

Note To THE Teacher. — Cultivate the faculty of observation 
by inducing the members of the class to examine the picture care- 
fully and tell as much as possible about it. 

1. Write the names of all the objects you can see in 
this picture. 

2. Write something about each of these objects. 

Examples. 
The boy stands. The man sits. 

Does the boy speak ? Does the man listen ? 



IO COLUMBIAN LANGUAGE LESSONS. 

LESSON 2. 
MAKING SENTENCES. 

NoT£ To The Teacher. —1. Induce pupils to talk freely and 
fluently. Ask them to think of something. (A dee.) Tell some- 
thing about a bee. (A bee flies. A bee hums. A bee stings. A 
bee gathers honey. A bee sits on a flower arid sips. The bee stores 
honey in cells. ) 

2 Do you see a bee now ? Do you hear it hum ? Do you feel it 
sting ? Do you smell the flower ? Do you taste the honey ? ( AT?. ) 
How then do you know about a bee ? (/ have a picture of a bee in 
my mind.) A picture in the mind is called an idea. 

3. Ideas are expressed by means of words spoken or written. 
A spoken word consists of sounds. In written language these 
sounds are represented by letters. Thus: the sounds b . . e make 
the spoken word of which bee is the written sign. Whether a 
word is spoken or written, it is the sign of an idea. 

4. In conversing about a bee, we pass from the bee to one of its 
acts or qualities, and grasp the related ideas in one view. Thus: 
bee, hums, sips, stings, may be viewed as separate ideas, or they 
may be put together so as to make a complex idea or thought. 

5. The thinking process is a mental act by which some act, 
state, quality, etc., is imputed to an object. The combination of 
words which expresses the ideas thus put together is called a 
sentence. 

3. A combination of words which tells or asks 
something is called a Sentence. 

4. The first word of a sentence should be a capital 
letter or should begin with one. 

5. A Period (.) should be placed after every sen- 
tence that tells or commands something. 

6. An Interrogation-point (?) should be placed 
after every sentence that asks a question. 



MAKING SENTENCES. II 

7. Arrange the following words that they may tell 
or ask something. 

Stars trees rivers grow shine flow do 

Examples. 

Stars shine. Do stars shine ? Trees grow. 

8. Tell what a dog does; — a bee; — a horse; — a 
cat; — a crow; — a dove; — a rooster; — a 
sheep; — a robin; — a hen. 

9. Tell in writing what a crow does; — a sheep; 

— a hen; — - a dove; — a horse. 

10. Tell what a fish does; — a goose; — a parrot; 

— a bird; — a peacock; — a lark; — a raven; 

— a buffalo; — a blackbird; — a snake; — a 
lion; — a monkey; — a bear; — a tiger; — a 
buzzard. 

11. Write sentences telling what animals leap; — 
gnaw; — burrow; — prowl. 

12. Complete the following : 
1. reads. 



1. Boys — — — . 

3. plays. 

4. Girls . 

5. Harry 



6. — sleeps. 



7- 
8. 


runs. 

talk. 


9- 
10. 

11. 

12. 


Percy . 

Birds 


Horses . 



LESSON 3. 

THE PARTS OF THE SENTENCE. 

13. Take the sentence, Stars shine. In these words 
something is said of stars. It is said that they 
shine. A sentence thus consists of two parts: a 
subject and a predicate. 



12 COLUMBIAN LANGUAGE LESSONS. 

14. The Subject of a sentence is the word naming 
the object of which something is thought. 

15. The Predicate of a sentence is the word ex- 
pressing what is thought of this object. 

Remark. — The grammatical subject is the bare word naming or 
setting forth the person or thing about which something is 
asserted, or thought. The grammatical predicate is the bare word 
expressing what is asserted or thought of this person or thing. 
Thus: 

16. Flowers bloom. Flowers is the subject of the sen- 
tence, Flowers bloom, because it names the object 
of which something is thought. Bloom is the 
predicate, because it expresses what is thought of 

flowers. 

1 7. Analyze the followmg sentences: 

1. Kittens play. 5. Winds blow. 

2. Balls bounce. 6. Sheep bleat. 

3. Clouds float. 7. Worms crawl. 

4. Frogs croak. 8. Children cry. 



LESSON 4. 
DIAGRAMING SENTENCES. 

18. The analysis of a sentence may be indicated by 
drawing a single line under the subject and a 
double line under the predicate. Thus: 

Flowers bloom. Frogs croak. Winds blow. 

19. Diagram the sentences in (17). 

20. Indicate the analysis of the following sente7tces: 

1. Crows caw. 5. Girls laugh. 9. Horses neigh. 

2. Birds sing. 6. James hides. 10. It snows. 

3. Children romp. 7. Clara sings. 11. We walk. 

4. George skates. 8. Jane dances. 12. You talk. 



CONSTRUCTING SENTENCES. 



1 3 



21. 



22. 



23- 



24. 



LESSON 5. 

CONSTRUCTING SENTENCES. 

Form sentences, using the following words as 
subjects: 

apples 
oranges 



melons 
houses 



cars 
bridges 
geese 
oxen 



mules 
sheep 
wagons 
horses 



toys 
dolls 
slates 
books 



Form sentences, using the following words as 
predicates: 

yells study squeal run 

crow romp wave talk 

whistle play roll write 

hiss read fly blow 

Form suitable sentences, using the following words 
only. Thus : Clocks tick. 



read 
sing 
birds 


swim 
fly 

kites 


snakes 

dogs 

chirp 


prance 
horses 
balk 


boys 
cry 


fishes 
hiss 


tick 
crickets 


jump 
mules 


children 


bite 


clocks 


pull 


Make sentences containing the following word* 


acorn 


arm 


e gg 


organ 


apron 
anchor 


auger 
awl 


elk 
elbow 


ostrich 
oven 


antelope 

ape 

anvil 


ax 

eagle 

ear 


eye 

eyebrow 

insect 


owl 

oyster 

ox 


ankle 


earring 


iron 


umbrella 


angle 


eel 


orange 


urn 



14 COLUMBIAN LANGUAGE LESSENS. 

LESSON 6. 

THE COPULA. 

Note; to the Teacher.— Such expressions as John writings 
Alfred King, the rose red, express no thought. Another word is 
needed to assert that writing is ascribed to John, King to Alfred, 
and red to the rose. The word which asserts that the predicate is 
ascribed to the subject is the word is and is called the copula. 

25. The Copula is a word used to assert that the pre- 
dicate is ascribed to the subject. 

Remark. — Any of the forms of be, such as is, are, was, were, 
shall be, has been, are used as copulas. 

26. Expaiid the sentences in (17) into sentences hav- 
ing copulas: 

Model. — Kittens play = Kittens are playing. 

27. In analyzing, the copula may be indicated by c 
written beneath it. 

Examples. 

Alfred is king. Henry is good. 
— c = c = 

Milton was a poet. Homer was blind. 

c c 

William is writing. The letter is written. 

c • c • 



It is I. It is we. It is she. 

— c= — c= — c = 



Model of Analysis. — / am writing. Am is the 
copula, because it joins the predicate writing 
to the subject /. 

28. Analyze and mark the following sentences: 

1. Longfellow is a poet. 5. Horses are animals. 

2. Job was patient. 6. Mary is a teacher. 

3. It is they; it is not he. 7. Moses was meek. 

4. We are immortal. 8. The cattle are wild. 



SUPPLYING PREDICATES. 

LESSON 7. 
SUPPLYING PREDICATES. 

29. Complete the following: 

1. A pen is — : — . 7. Arithmetic is- 

2. Desks are . 8. An auger is — 

3. A river is . 9. Eagles are — 

4. Hills are . 10. A wagon is — 

5. A letter is . 1 1. Reading is ■ 



6. The earth is — . 12. An elephant is . 

Remark. — The groupiug of things should be exemplified at 
this stage. Thus: What are maps, charts and globes? They are 
grouped as apparatus. What are chairs, desks and tables? They 
are grouped as furniture. 

30. Complete the following: 

1. Ducks, geese and chickens are . 

2. Balls, tops and marbles are -. 

3. Donkeys and camels are 



4. Apples, pears and peaches are 

5. Hogs, sheep and goats are 

6. Cows, horses and mules are — 



7. Hawks, eagles and buzzards are 

8. Toads, frogs and lizards are 

9. Wolves, bears and foxes are 

10. Thrushes, larks and robins are — 

11. Men, women and children are — 

12. Horses, birds and fishes are 

13. Pens, ink and paper are . 



14. Sofas, chairs and tables are 

15. Plates, spoons and cruets are 

16. Horses, harness and buggies are- 

17. Bananas and oranges are , 



1 6 COLUMBIAN LANGUAGE LESSONS. 

LESSON 8. 

PRONOUNS AS PREDICATES. 

Note; To The TkachKR. — Have a child walk and then ask, 
What are you doing? {I ant walking.) Who is it that is walk- 
ing f {It is I that am walking. ) Let children perform various 
acts and obtain from them sentences like the following: 

It was he that opened the door. It was he and she that lifted 
the chair. It is we that are reciting. It is he, she and I that are 
writing. It is they that are walking. It is you that is hearing 
our lesson. 

31. Teach the use of I, we you, he, she and they, 
after It is and It was. 

Caution. — Persistent and careful drill upon sentences like these 
is the only certain means of correcting such habitual errors in 
speech as It is MB. It is her. It is us. It is them. 

32. Put the proper form in place of the blanks: 

1. It was that did it. 

2. It is that told you. 

3. Fear not; it is 



4. I did not know that it was — 

5. He said it was . 

6. It is that was talking. 



LESSON 9. 
THE USE OF AND. 

Note To the Teacher. — The man has an ax, The man has an 
anvil, are two statements, having the common part, the man has. 
These sentences may be combined by omitting from the second 
sentence the words, the man has, and putting the word and in 
their place; as, The man has an ax and an anvil. Boys study, Girls 
study, may be contracted so as to make a single sentence by omit- 
ting the word study from the first sentence and putting the word 
and in its place. Thus the word and stands for the omitted part 
of a sentence and joins the remaining parts. 



THE USE OF AND. 17 

33. Have pupils make sentences about two different 
things and then connect their names by the word 
and. 

Examples. 

The boy has an apple and a pear. Does a boy love 

a dog and a ball ? The boys have apples and pears. 

Notes to THE Teacher. — 1. Present some object (as an apple) 
and require each pupil to tell something about it. {The applets 
red. The apple is meu,ow. The apple is i,arge.) 

2. Present two or more objects (as apples) and require pupils to 
tell something about them. ( The apples are ripe. The apples are 
SMAI.I,. The apples are sweet.) 

3. Continue with various objects requiring pupils to tell some- 
thing first about one of them and then about more than one of them. 

4 Teach children to ask such questions about objects presented 
as will afford them information. I^et only pertinent questions be 
asked, as, Is the apple ripe ? What kind of wood is this ? 

34. Require pupils tosnake telling sentences about two 
or more persons or things of the same kind. 

Examples, 

The apples are red. The apples are mellow. 

35. Induce pupils to ask several things about the 
same object, and then combine these into a single 
sentence. 

Examples. 

Is the pear large ? Is the pear sweet ? Is the pear 
mellow? Combined: Is the pear large, sweet and 
mellow? Is the pony tame? Is the pony strong? 
Is the pony old? Combined: Is the pony tame, 

strong and old ? 

2 



1 8 COLUMBIAN LANGUAGE LESSONS. 

LESSON 10. 

THE ADJECTIVE ELEMENT. 

NOTE TO THE Teacher.— Take the sentences, This gwl studies, 
Milton the poet was blind, Seven horses were sold, Good boys obey, 
and John' s dog died. The word this points out a particular girl, 
the word poet shows which Milton is meant, seven shows the 
number of horses, good describes boys, and John's shows whose 
dog died. As the words this, poet, seven, good and John's depend 
upon names, they have a dependent or adjective use, and are called 
adjective elements. 

36. Words which answer the questions which one, 
how many, what kind or whose, are Adjective 
Elements, 

37. The letter A should be written under a word to 
indicate that it is an Adjective Element. Thus: 

Those three little girls are sisters. 

AAA C . 

38. Indicate the analysis of the following sentences: 

1. Every good pupil is diligent. 

2. That beautiful bay horse is mine. 

3. Few religious men are unhappy. 

4. Several learned men have been senators. 

5. Some boys are studious. 

6. Those three children are lovely. 

7. Napoleon was a great soldier. 

8. Bismarck is a celebrated diplomat. 

9. *There were many persons present. 

10. A wise and good man is a blessing. 

11. The moon is round. 

12. Far-off hills are green. 

13. Lincoln and Garfield were killed. 

14. Harrison and Taylor died. 

Remark. — *There is often used at the beginning of sentences. 



THE USE OE ADJECTIVES. 1 9 

LESSON 11. 

THE USE OF ADJECTIVES. 

j£oTE TO THE Teacher.— The words this and that are used to 
point out persons or things to give or gain information. This refers 
to a person or thing near the speaker, and that to one more remote. 
Thus: Is this your paper ? That figure is prettier than this one. 

39. Require sentences to be made in which this, 
these, that, those and other are used. 

Examples, 

This apple is ripe. Other persons have fine clothes. 
Is this the new book ? Is that your knife ? Those 
boys are happy. 

40. Teach pupils to contrast things and tell what they 
are. 

Example. 

This is an arithmetic, but that is a grammar. 

Note to the Teacher. — As counting is too often mistaken for 
telling the order of objects, the two processes of counting and 
numbering should be contrasted. How many boys are there in 
the class? Count and see. Fourteen. Begin here and tell 
which is first? — last? — fifth? — ninth? Name the order of the 
desks in the room, and so on 

41. Teach childre7i to name objects in order. 

Example. 

John is the fifth boy in the third row. 

42. Let pupils make sentences, each to contain one of 
the following words : 

bright frisky pleasant sharp 

busy great proper safe 

close honest real swift 

cheerful kind right true 

divine nice soft . weary 



20 COLUMBIAN LANGUAGE LESSONS. 

LESSON 12. 

THE USE OF POSSESSIVES. 

Note TO The Teacher. — John book, Mary slate, Henry 
pencil, do not make sense, since the words are not connected. But 
if 9 s be put after John, Mary and Henr}^, the 's will show that the 
book belongs to John, the slate to Mary and the pencil to Henry. 
Thus: John's book, Mary' s slate, Henry's pencil. 

43. The words my, our, thy, your, his, her, its, their, 
whose, and words ending in } s or s' denote posses- 
sion and are Adjective Elements. 

Examples. 

John's book is torn. Our neighbor's horse died. 

44. Analyze and mark the following sentences: 

Model. — My king's treasury is full. 

A A C 



i. The rook's nest is empty. 

2. My task is difficult. 

3. Our books are interesting. 

4. Henry's farm is productive. 

5. Her flowers are beautiful. 

6. Your George is a fine boy. 

7. John's lessons are difficult. 

8. The man's hand was leprous. 

9. His young son is bright. 

10. The nation's glory is great. 

11. Peter's wife's mother was sick. 

12. The rook's nest is not empty. 

45. Fill the following blanks with words denoting pos- 
session; 

1. He had lost ■ book. 

2. book is worn out. 

3. The nest was full of eggs. 



THE USE OF APPOSITIVES. 21 

LESSON 13. 
THE USE OF APPOSITIVES. 

46. Words are sometimes placed after another word 
to distinguish one person or thing from another 
of the same name; as, Paul the apostle, William 
the Conqueror, A word thus used is called an 
appositive, and is included among Adjective Ele- 
ments, 

Example. 

Henrv the Fourth was an excellent king. 
a a c a a • 



47. Analyse and mark the following sentences: 

1. The poet Homer was blind. 

2. The patriarch Abraham was God's friend. 

3. The emperor Nero was a cruel tyrant. 

4. William the Conquerer defeated Harold. 

5. The disciple John was beloved. 

6. The martyr Stephen was a holy man. 

7. We the people do ordain this constitution. 

8. Milton the poet was blind. 

9. Cicero, the celebrated orator, was consul. 
10. Henry, our new clerk, is industrious. 

48. Fill the following blanks with appositives: 

1. George — - reigned sixty years. 

2. Paul — was a good missionary. 

3. Alexander was ambitious. 

4. Tennyson wrote c 'Enoch Arden. ' ' 

5. The word is the name of a bird. 

6. Alfred — founded Oxford University. 

7. The schooner was wrecked. 

8. Napoleon was captured at Sedan. 



22 



COLUMBIAN LANGUAGE LESSONS. 



LESSON 14. 

THE OBJECTIVE ELEMENT. 

NoTB TO The Teacher.— Some words express acts which pass 
from a doer to an object; as, George struck Frank, Mary read a 
book, Birds build nests, The tenor sang a soi^o. The word 
denoting the object to which the act passes, is called an objective 
element, and answers the question asked by what or whom; as, 
Mary reads what? (A book.) George struck whom ? (Frank.) 



49. 



50. 



Aii Objective Element denotes the person or 
thing to which an act passes. 

The Objective Element may be indicated by o 
written beneath it. 

Examples, 

The farmer plows the field. 

A ===== A O 



The soldier uttered 

A == 



a 

A 



groan, 
o 



Rosalind teaches arithmetic. 



51. Analyze and mark the following sentences: 



1 
2 

3 

4 

5 
6, 

7 
8, 

9 
10 

11 
12 



He bought our fine horse. 

The hunter shot your tame deer. 

She ate my sweet apple. 

James threw the red ball. 

Jane told a charming story. 

George read his new book. 

The man struck a hard blow. 

We study primary geography. 

Art has usurped nature's bowers. 

The Indian hunter pursued the 

deer. 
Men have done brave deeds. 
She sang some charming songs. 



panting 



THE USE OF VERB-FORMS. 23 

LESSON 15. 

THE USE OF VERB=FORMS. 

52. Teach the correct use of the forms of do, did, 
done; write, wrote, written; see, saw, seen* 

Notes to The Teacher. — 1. Put the word write upon the 
blackboard and ask, What do I do? (You write.) What did 
I do? (You wrote. ) What have I done ? (You have written. ) 

2. Let the children copy the word write upon their slates, 
and ask them, What do you do? (I write, we write.) What 
did you do? (WE wrote, I wrote ) What have you done? (I 

HAVE WRITTEN, WE HAVE WRITTEN.) 

3. Show them a picture and ask, What do you do now? (I 
SEE, WE SEE.) Remove the picture and ask, What did you do ? 
(I saw, we saw.) What have you done? (I have SEEN, we 
HAVE SEEN.) 

4. Tell or ask something using the forms write ', wrote, writ- 
ten; see, saw, seen. Now ask something using any of these forms. 

53. Blackboard Exercises. 

Remark. — Write st, s or th with a crayon of a different color. 
DO. WRITE. SEE. 

I do. I write. I see. 

Thou dost. Thou writest. Thouseest. 

He does, doth. He writes, writeth. He sees, seeth. 
We do. We write. We see. 

You do. You write. You see. 

They do. They write. They see. 

54- 



Teach the use of— 






do goes 


came 


them 


go comes 


done 


from 


come did 


gone 


till 


does went 


come 


soon 



24 COLUMBIAN LANGUAGK LESSONS. 

Caution. — Do not say, He come for He came; I done it for / did 
it; He don' t know for He doesn't know. 

55. Teach the correct ttse of— 

begin, began, begun. blow, blew, blown, 

bite, bit, bitten. break, broke, broken 

Remark. — The telling and asking sentences made in a lan- 
guage-lesson should be the expression of actual experiences aris- 
ing out of seeing objects, the discernment of their properties 
or relations, and the actual performance of the acts expressed. 

56. Teach the use of— 

drink, drank, drunk. grow, grew, grown, 
draw, drew, drawn. hide, hid, hidden, 

fall, fell, fallen. know, knew, known. 

57. Teach the use of— 

ride, rode, ridden. sing, sang, sung, 

run, ran, run. swim, swam, swum, 

speak, spoke, spoken. throw, threw, thrown, 

steal, stole, stolen. 
Caution. — Do not say, He run for He ran; I throwed the stone 
for / threiv the stone. 

58. Teach the use of- — 

fly, flew, flown. flow, flowed, flowed, 

flee, fled, fled. 

Remark. — A bird flies; a criminal flees; water flows. Birds 
flew; water flowed or has flowed; birds flew or have flown. 

59. Teach the use of — 

bleed, bled. lead, led. speed, sped, 

deal, dealt. leave, left. stay, staid, 

dwell, dwelt. lend, lent. sweep, swept, 

drown, drowned, sew, sewed, wend, went, 

kneel, knelt. shoot, shot, weep, wept. 



DESCRIBING PICTURES. 

LESSON 16. 

DESCRIBING PICTURES. 



25 




60, Topical Questions 

1. Name the objects in this picture. 

2. Describe the cow. 

3. Tell something about pigeons. 

4. Tell a story about the friendship of animals. 

5. Why is the cow so placid ? 

6. Why are the pigeons so tame ? 

7. Has the cow a name? What is it? 



26 COLUMBIAN language; lessons. 

LESSON 17. 

THE INDIRECT OBJECT. 

NoTES to the Teacher. — 1. Give an object to some child and 
ask him to whom he will give it. {I shall give this apple to you; 
— to him; — to her; — to them.) Let the giving be performed. Tell 
what you do. {I gave the apple to him.) What have you done? 
{I have given the apple to him.) Give the apple to some one and 
let him ask, To whom shall I give this apple? Shall I give this 
apple to her? Perform the act and ask, Do I give this apple to 
her? Did I give an apple to you? Have I given them an apple? 

2. Request some child to get a book for you and ask, What do 
you do? {I get a book for you.) What did you do? What have 
you done ? Make statements and ask questions, using get a.no\got. 

6i. A word denoting the object to or for which any- 
thing is done, is called the Indirect Object, and 
is treated as an objective element. Such forms as 
me, its, him, her, them, whom, are Objective Ele- 
ments. 

62. Analyze and mark the following sentences : 

1. They bought me several bouquets. 

2. His father gave him a fine horse. 

3. Mary gave her mother a present. 

4. They promised me a new piano. 

5. My seat-mate lent me his book. 

6. They showed us the parks. 

7. He offered me his hand. 

8. John sent his mother many letters. 

63. Teach the use of— 

will get him to 

shall me her for 

give us whom them 

Remark. — When a statement is made, shall is placed after /and 
we; will after you, he> she f it and they. When a question is asked, 
these pronouns are placed after shall and will. We give TO 
persons; we get for ox from persons. 

Caution. — Do not xiseget for have } nor got for had. 



THE USE OF VERB-FORMS. 



27 



LESSON 18. 
THE USE OF VERB=FORMS. 

64. Teach the use of — 

catch, caught, buy, bought. seek, sought, 
fight, fought. think, thought, bring, brought. 

Caution.— Do not say, I don't think, when you mean that you 
think otherwise. 



65- 



66. 



67. 



Teach the ttse of— 

bind, bound. dig, dug. stand, stood, 

find, found. hold, held. tell, told. 

Teach the ttse of— 

feed, fed. keep, kept. loose, loosed, 

feel, felt. leave, left. meet, met. 

hear, heard. lose, lost. read, read. 



Teach the use of— 

cry, cried. pay, paid. send, sent, 

hang, hung (hanged), say, said. slide, slid, 

make, made. sell, sold. sleep, slept. 

Remark. — When s or d is annexed to a word ending in y after 
a consonant, drop y and substitute ie; as cry, cried, cries. 

68. Fill the following blanks : 

1. John wrote . 11. Cats catch . 

2. Boys fly — 

3. Girls sing- 



Adolf learns - 
Bears like — 
Misers love - 
Birds build— 



4- 

5- 
6. 

7- 

8. Children read — 

9. George teaches- 
10. Men wear 



12. Merchants sell- 

13. He sold 

14. We struck 

15. She sang 



16. 
*7- 



You showed 
They wrote ■ 



We shall send- 

19. John bought — 

20. Rebecca told— 



28 COLUMBIAN LANGUAGE LESSONS. 

LESSON 19. 
THE ADVERBIAL ELEMENT. 

NoTE) To the TkachER. — Events occur in some place, at some 
time, and in some manner. In the sentences Ethel sits there, 
William came yesterday, George walks swiftly, the word there 
shows where Ethel sits, the word yesterday shows when William 
came, and the word swiftly shows how rapidly George walks. The 
words there, yesterday, swiftly, show the place, time, manner, of 
the acts sits, came, walks, and are called adverbial elements. 

69. An Adverbial Element is a word which ex- 
presses place, time, or manner. 

70. The Adverbial Element may be indicated by v 
written beneath it. 

Examples, 

The cars moved off very rapidly. 

A ' V V 

The man was dangerously ill. 

A C V = 

Her clear voice was much affected. 
a a c v ' 

He walked away quite quickly. 
— v v 

^1. Analyze the followiitg sentences: 

1. She came quite early yesterday morning. 

2. He arrived very soon afterwards. 

3. The physician frequently calls twice daily. 

4. The sails were shaking violently. 

5. The boy learns his lessons readily. 

6. Two trains pass here hourly. 

7. Our old clock ticks continuously. 

8. The chimes strike the hours regularly. 

9. The train passed the station rapidly. 
10. Whither have our singing birds gone? 



THK USE OF THE WORD THERE. 29 

72. Expand the following sentences by adding words 
expressing some circumstance of place, time or 
manner: 

1. The old hollow tree fell . 

2. That beautiful new sled was broken. 

3. The grand old ocean roars . 



4. His three pleasant friends left -. 

5. My teacher's youngest daughter came 

6. The beautiful spring flowers wither — - 

7. Her pretty new hat was blown off 

8. All good pupils study . 



9. The four daring robbers ran away . 

10. Many thousand peach trees blossom 

11. Thus the doll's face was spoiled. 

12. Monkeys are curious little animals. 

13. He went home early — . 



LESSON 20. 

THE USE OF THE WORD THERE. 

Note To The; Teacher.— In such sentences as There can no 
evil befall a good man, A knight there was of humble mien, There 
is a God, What hope is there for him? the word there has an in- 
definite or expletive use. In telling sentences the word there is 
placed before the verb and in asking sentences it follows the verb. 
When the expletive there is used in a sentence, the subject is gener- 
ally placed after the verb. 

73. Require pupils to make telling and asking sen- 
tences using the word There. 

Examples. 

There is a peach in the basket. 
Are there peaches in the basket ? 



30 COLUMBIAN LANGUAGE LESSONS. 

Caution. — Be sure to use are> were and have before or after 
there when more than one object is spoken of. 

Note to the Teacher. — Require pupils to place objects in 
specified places and to tell and ask where they are: Thus: There 
are a pencil, a slate and a book in my desk, Where are the 
copy-book, the drawing-book and the rubber? 

74. Require pupils to make sentences beginning 

with the word There and referring to two or 

more different persons or things. 

Examples. 

There are a pencil, a slate and a book in my desk. 
Where are the pen, the slate and the book? 
There are a slate, a pen and a book in your desk. 



LESSON 21. 

QUALITY AND MANNER. 

Note to the Teacher. — In the sentences Mary is a good 
reader, Mary reads well, the word good tells what kind of reader 
Mary is, while well tells how, or in what manner she reads. If we 
say, Mary reads slowly, the ly annexed to the word slow changes 
the sense from the kind of reader Mary is to the manner in which 
she reads. Thus: A nice child acts nicely. An honest man lives 
honestly. 

75. Teach pupils to make sentences, using both forms 

of the following words: 



bright 


frisky 


pleasant 


sharp 


busy 


great 


proper 


safe 


close 


honest 


real 


swift 


cheerful 


kind 


right 


true 


divine 


nice 


soft 


weary 


equal 


neat 


strange 


wise 



NOUNS EXPRESSING TIME, DISTANCE, ETC. 3 1 

LESSON 22. 
NOUNS EXPRESSING TIME, DISTANCE, ETC. 

76. Words expressing time, distance, price, quantity 
or manner are classified as adverbial elements. 

Examples. 

They staid two hours yesterday. 
= a v v 

The boys walked four miles this morning. 
a = a v a v 

Flour costs eight dollars a barrel. 
= a v a v 

His trousers were a world too wide. 

A C A V V = 

77. Analyze the following sentences: 

1. John remained there two entire years. 

2. My daughter came home this morning. 

3. Wheat is worth a dollar a bushel. 

4. The log weighed about two hundred pounds. 

5. The man walks ten miles every day. 

78. Diagram the following sentences: 

1. The shepherds returned rejoicing and praising 

God. 

2. Her clear voice came ringing sweetly. 

3. Ambitious men sometimes deceive themselves. 

4. Birds often devour cherries greedily. 

5. An elm is a very beautiful tree. 

6. My youngest child is nine years old. 

7. Silvery clouds fringed the horizon. 

8. This little twig bore quite a large red apple. 



32 COLUMBIAN LANGUAGE LESSONS. 

9. The last ship arrived early this forenoon. 

10. A thousand soldiers generally make a regiment. 

11. Isabella, a pious queen, assisted Columbus. 

12. This iron railing is very durable. 

13. The boy bruised his thumb severely. 

14. Constant occupation will surely prevent tempta- 

tion. 



LESSON 23. 
ADJECTIVES AFTER VERBS. 

Note to The Teacher. — In the sentences, The rose smells 
sweet, The fields look green, the words sweet and green refer to 
the condition of the rose and the fields, and not to the manner 
of their smelling or looking. 

79. Teach the use of adjectives after appear, fell, 
look, seem, smell and taste. 
Caution. — Do not say, He appears sickly, but He appears sick. 



LESSON 24. 

REVIEW OF THE ELEMENTS. 

NoTK To The Teacher.— We have learned the following six 
grammatical elements, viz.: The subject, the predicate, the cop= 
ula, the adjective element, the objective element, and the 

adverbial element. Bach of these elements are simple, consist- 
ing of a bare word. The first three are the chief elements of a sen- 
tence and are called principal elements, while the last three are 
depende7it upon other elements and are called subordinate ele= 
ments. Further on we shall find that groups of words are 
used to express single ideas which we shall treat as phrases and 
clauses. 






REVIEW OF THE ELEMENTS. 33 

80. Symbols of the Simple Elements. 

Subject Adjective Element A 

Predicate ===== Objective Element o 

Copula c Adverbial Element v 

81. Write sentences using the elements indicated by 
the symbols: 

1. A A =A O V. 6. AAA A A O. 

2. AAA == O V. 7. A A C V == 

3. A C A = 8. AAA — — = A O V. 

4. A A C V = 9. A A C =. 

5. A A = A O V. IO. AAA C A =, 

Note to the Teacher. — In such sentences as John is a very 
good scholar \ The cars move very rapidly, the word very expresses 
the degree of the quality expressed by good and of the manner 
expressed by rapidly. Words which express degree or intensity 
are adverbial elements and are used to modify adjective elements 
or other adverbial elements. 

82. Analyze and mark the elements in the following 
sentences: 

1. The cherries are not quite ripe. 

2. The trees are putting forth their leaves very 

rapidly. 

3. My sister's new hat is very pretty. 

4. The miner has become exceedingly rich. 

5. The new farm has become exceedingly pro- 

ductive. 

6. Our old horse is almost blind. 

7. The new firm is very much embarrassed. 

8. A very old man died here yesterday afternoon. 

9. The girl has written quite an interesting story. 
10. Our new principal is a very fine gentleman. 



34 COLUMBIAN LANGUAGE LESSONS. 

LESSON 25. 

LOGICAL SUBJECT AND PREDICATE. 

Note to The TeachKR. — In the sentence, A very active child 
needs exercise almost hourly, the word child is the grammatical 
subject, and the word needs is the grammatical predicate. The 
two main ideas of the sentence are expressed by the groups of 
words, A very active child and needs exercise almost hourly. The 
bare subject with its dependent elements, or modifiers, is called the 
logical subject, and the bare predicate with its dependent ele- 
ments, or modifiers, is called the logical predicate. 

83. The Logical Subject consists of the grammati- 
cal subject and the adjective elements depending 
upon it. 

84. The Logical Predicate consists of the grammat- 
ical predicate and the objective and the adverbial 
elements depending upon it, including the copula 
if expressed. 

Examples. 

Logical Subject. Logical Predicate. 

A furious storm struck the fleet. 

The man's hand was badly crushed. 

85. Point out the logical subject and the logical predi- 
cate in the following sentences, and mark the ele- 
ments: 

1. The angry wind is howling furiously. 

2. The lusty bellows roared continuously. 

3. The Quakers were most painfully persecuted. 

4. Our expected visitor will be here very soon. 

5. A perfectly innocent man was cruelly punished, 



THE DECLARATIVE SENTENCE. 35 

6. Few men have ever before fought so valiantly. 

7. An intensely painful operation was performed yes- 

terday morning. 

8. A season so extremely warm was never known 

before. 

9. The farmer harvested an unusually large crop. 

10. She has been waiting very patiently all day. 

11. The workman did not hear me this morning. 

12. The grocer's goods were spirited away stealthily. 



LESSON 26. 
THE DECLARATIVE SENTENCE, 

Note To THE Tkacher. — 1. Induce children ito think of some 
object and then let each one" name the object of which he thinks. 
Select one of these objects and let each child tell something about 
it. Select the simplest of the sentences thus made and let the 
children write it upon their slates. Inspect the work carefully 
and have all mistakes corrected. 

2. Now teach the pupils to name and define a telling sentence. 
As such sentence is called a Declarative sentence, write the word 
Declarative upon the blackboard. Call special attention to the a 
before tive> on account of the spelling of declarative, etc. 

86. A Declarative Sentence is the order of words 
in which a statement is made. 

Examples, 

This is a beautiful book. 
Blue is the color of the clear sky. 



36 ' COLUMBIAN LANGUAGE LESSONS. 

87. Require pupils to make declarative sentences in- 
volving the use of these words: 

child, children; mouse, mice; goose, geese; 
foot, feet; ox, oxen; woman, women; 

man, men; tooth, teeth; kine, swine. 

Examples. 

The man, the woman and the child were lost. 
Men, women and children were present. 

88. Dictate the following stanza: 

Whene'er a noble deed is wrought, 
Whene'er is spoken a noble thought, 

Our hearts, in glad surprise, 

To higher levels rise 



LESSON 27. 

THE INTERROGATIVE SENTENCE. 

NoTK To The Teacher. — 1. Let the children now ask questions 
about some person or thing. Select one of the questions and let it 
be written upon the slates. Inspect the sentence thus written to 
see that it begins with a capital letter and closes with an interroga- 
tion-point (?). 

2. Next teach the pupils to name and define an asking sentence. 
Such sentence is called an Interrogative sentence. After they 
have tried to write the word Interrogative upon their slates, write 
Interrogative upon the blackboard under Declarative, and call 
attention to A before Tive. 

89. An Interrogative Sentence is the order of 
words in which a question is asked. 

Examples, 

Is this book beautiful ? Is blue the color of the 
clear sky? 



THE IMPERATIVE SENTENCE. 37 

90. Have pupils make interrogative sentences contain- 
ing the following words: 

beef, beeves. leaf, leaves. shelf, shelves, 

calf, calves life, lives. staff, staves, 

elf, elves. loaf, loaves. thief, thieves, 

half, halves. self, selves. wife, wives, 

knife, knives. sheaf, sheaves. wolf, wolves, 

wharf, wharfs or wharves. 

Examples. 

Is a wolf fierce? Did the wolves pursue the hunter? 

9 1 . Dictate the following stanza: 

In what distant deep or skies 
Burnt the fires of thine eyes? 
On what wings dare he aspire? 
What the hand dare seize the fire? 



LESSON 28. 

THE IMPERATIVE SENTENCE. 

Note to the Teacher. — 1. Let the children tell you to do 
something. Let them write sentences which command or request 
something to be done. 

2. Teach them to name and define a commanding sentence. As 
such sentences are called Imperative sentences, let the children 
write the word Imperative, which should then be written upon the 
blackboard under the other two names of sentences. 

92. An Imperative Sentence is the order of words 
in which something is commanded or requested. 

Examples. 

John, bring me the book. Study your lesson. 

93. Have pupils make imperative sentences contain- 
ing the following words : 

come go write send watch look. 



38 COLUMBIAN LANGUAGE LESSONS. 

LESSON 29. 
THE EXCLAMATORY SENTENCE. 

NOTE TO The Teacher. — 1. Let the children express admira- 
tion for some person or thing. Select one of the sentences and let 
it be written, placing an exclamation-point (!) at its close. Inspect 
the work. 

2. Teach children to name and define an exclamatory sentence. 
Write the word Exclamatory upon the blackboard. 

94. An Exclamatory Sentence is the order of words 
in which wonder or some other strong feeling is 
expressed. 

Examples, 

What a beautiful book you have! Behold the man! 

Remark. — What and how are nsed both in interrogative and 
exclamatory sentences. In the interrogative form, the subject 
follows the verb ; as, How large is your book f What name have 
you? In the exclamatory form, the subject is placed before the 
verb ; as, How large your book is ! What a name you have ! 

95. Analyze and tell the kind of each of the following 
sentences : 

i. Lambs play. 6. We want to skate. 

2. Do fishes swim? 7. God bless our home. 

3. Let him go. 8. How the wind blows ! 

4. How the horse runs! 9. Knowledge is power. 

5. Let us alone. 10. What a writer he is! 

Analysis. 

The fire burns makes a statement ; therefore it is a 
Declarative sentence. Hozv it snows ! expresses feel- 
ing ; therefore it is an Exclamatory sentence. 

The fire burns. How it snows ! 

^ • v - 



THE EXCLAMATORY SENTENCE. 39 

96. Change each of the following sentences into the 
other kinds : 

1. The first snow has fallen. 

2. There will be fine sleighing to-morrow. 

3. Is the rainbow a beautiful object? 

4. What a wonderful structure the mind is! 

5. Look at the snow-clad mountains. 

6. Study your lessons thoroughly. 

7. O that I were young again! 

8. The hunter shot a deer. 

9. How green the fields look! 
10. Come to me, my child. 

97.' Complete the following sentences : 

1. Do study ? 

2. How deep — is! 

3. -letters. 

4.' The snow . 

5. studies . 

98. Teach the use of: 

bring fetch take bear convey carry 

Caution.— Do not use take for bear, carry or convey. 

99. Teach the correct use of 'learn and teach. 

Caution. — Do not use, He learned me grammar for He taught 
me grammar . 

100. Teach the zcse of — 

bear, bore, borne. tread, trod, trodden, 

spring, sprang, sprung. sink, sank, sunk, 

shear, sheared, shorn. weave, wove, woven. 



4o 



COLUMBIAN LANGUAGE LESSONS. 



LESSON 30. 
DESCRIBING A PICTURE. 




LETTER - WRITING. 4 1 

I o I . Suggestive Questions. 

i Name this boy and tell something about him. 
2. Tell what he is now doing. 

102. Tell what you know and what you can find out 
about carrier-pigeons. 



LESSON 31. 
LETTER=WRITING. 

Note to the Teacher. — Write the following letter upon the 
blackboard and teach the pupils how and where to place each 
part, viz.\ 

(1). The place and date is to be written at the upper right-hand 
corner. 

(2). The complimentary address is to begin on the left on the 
first line below the place and date. 

(3). The body of the letter occupies the middle part and should 
consist of a few simple sentences. 

(4). The complimentary closing is written in the lower right- 
hand corner. 

103. Form of a Letter. 

(1). Chicago, Jan. 1, 1895. 

(2). My dear Mother: 

(3). I received the presents you sent me. The 

clothes were as suitable as they were needful. 

The cakes and nuts were very much enjoyed. 
(4). Your devoted son, 

Harry. 

104. Let children write suitable letters at Christ- 
mas, New Year, Easter, and especially on the 
birthdays of relatives. 

Remark. — The complimentary address may be My dear 
Mother, My dear Clara, My dear Friend. The complimentary 
closing may be Your affectionate Son, Yours affectionately, 
Tour devoted friend. 



42 COLUMBIAN LANGUAGE LESSONS. 

LESSON 32. 

HOW TO WRITE A STORY. 

NOTES To THE Teacher. — 1. Interest your pupils in some real 
object, as a CAT. Tell them some interesting story about a cat, and 
get them to tell stories in return. Let them talk freely, and tell all 
they can about the cat. Encourage them to ask questions. Let 
them state what the cat is and what qualities it has, and write the 
words in order upon the blackboard. Thus: 

Cat eye ball of foot tongue greed 

head leg claw prickles silent 

body paw sheath whiskers spring 

tail foot pad keen prey 

ear toe fur active mice 

2. Now let each pupil take a word and make a sentence, until 
all the words have been used in order. After repeating the exer- 
cise several times, the children will be delighted to perceive that 
they are giving a systematic description of the cat. Finally, let 
the brighter pupils give the entire description and encourage the 
slower ones to do the same. 

3. After the class has become familiar with this description, let 
them write the story. 

105. Write a composition about a cat. 

Remark. — These compositions should be collected, examined 
and graded as to penmanship, neatness and spelling. Do not dis- 
courage the class by being too critical. 



LESSON 33. 
CAPITAL LETTERS. 



Note To The Teacher. — Make or select sentences and have 
them written from dictation. I^et pupils tell what words should 
begin with capitals. Much oral and blackboard drill is needed to 
teach capitalization. Kach rule should be carefully applied, and 
many suitable sentences should be given. 



CAPITAL LETTERS. 43 

1 06. Rule I. — The first word of a sentence should be 
a capital letter or should begin with one. 

Examples. 

I write. A cat can climb. Rain falls. 

107. Rule II. — The names of persons, places, coun- 
tries and of particular objects should begin 
with capitals. 

Examples. 

George went to Boston and saw Bunker Hill Monu- 
ment. Bartholdi's Statue of Liberty is on Bedloe's 
Island in New York Bay. 

Remark. — When a proper noun is expressed by two or more 
separate words each part should begin with a capital. 

108. Rule III.— The-words naming an object defined 
or described should begin with capitals. 

Examples. 

A Compound Number consists of two or more con- 
crete units; as, 4 lb. 6 oz. 

109. Correct the following sentences by applying the 
foregoing rules : 

1. the Boy skates. 

2. st. louis, mo. Chicago, ill. new york. 

3. w. e. gladstone. grover Cleveland. 

4. the park is large, the monument is high. 

5. the merchant's exchange, the acme hotel. 



44 CAPITAL LETTERS. 

6. Ail elementary Sound is a simple ultimate ele- 

element of Speech. 

7. the new bridge is a Splendid Structure. 

8. the united states of america. japan, china. 

9. the south and west, the east and the north. 

10. william is studying Geography and Grammar. 

11. he studies Arithmetic and History. 

12. ereat britain contains three Countries. 



LESSON 34. 
CAPITAL LETTERS. -(Continued.) 

no. Rule IV, — The name of each month and of 
each day of the week should begin with a capital 
letter. 

Examples. 

Thanksgiving Day is generally in November. 
Murderers are usually hung on Friday, 
in. Write sentences involving the days of the week 

or the months of the year. 
112. Rule V, — The first word of each line of poetry 
should begin with a capital letter. 

Example. 

Iyike a sudden spark 

Struck vainly in the night, 
Then returns the dark 

With no more hope of light. 



CAPITAL LETTERS. 45 

113. Correct the following sentences in zvriting: 

1. the spring months are march, april and may. 

2. He can speak italian, french and german. 

3. The andes are on the western side of south 

america. 

4. bunker hill monument is near boston. 

5. this is a picture of Washington crossing the 

delaware. 

6. January, february and december are winter 

months. 

7. we write on monday, tuesday, thursday and 

friday. 

8. what has become of the mohicans, the iroquois 

and the mohawks ? 

9. the pyrenees form the boundary between france 

and spain. 

10. the amazon is the largest river in south america. 

11. there lies in florida strait a rock called the double- 

headed shot keys. 

12. go not, happy day, 

from the shining fields; 
go not, happy day, 

till the maiden yields, 
rosy is the west, 

rosy is the south, 
roses are her cheeks 
and a rose her mouth. 

Remark. — Write these sentences upon the blackboard one by 
one and have pupils correct the mistakes and give the rule for 
each correction. 



46 CAPITAL LETTERS. 

LESSON 35. 

CAPITAL LETTERS.— {Concluded.) 

114. Rule VL — The words I and should be in 
capitals. 

115. Rule VII. — Titles, and words denoting the 
Supreme Being*, should begin with capital letters. 

Examples. 

His Honor, George B. Swift, Mayor of Chicago. 

His Excellency, D. R. Francis, Governor of Mis- 
souri. 

Rock of Ages, cleft for me, 
Let me hide myself in Thee. 

116. Put capitals where they belong in the following 
sentences : 

1. Holy, holy, lord god almighty. 

2. He came on tuesday, June 2. 

3. O, yes, come on Wednesday. 

4. The lord is my shepherd. 

5. new york, monday, december 1. 

6. His honor, henry martin, chief justice of New 

York. 

7. twinkle, twinkle, little star : 
how i wonder what you are! 

8. His excellency, s. j. tilden, governor of new york. 
9 His honor, m. w. fuller, chief justice of the 
supreme court of the united States. 
10. Hon. Shelby m. Cullom, u. s. senator. 



THE USB OF THE PERIOD. 47 

LESSON 36. 

THE USE OF THE PERIOD. 

Note to the Teacher. — In the foregoing pages we have shown 
the use of the period after declarative and imperative sentences, 
and this use need not be further illustrated. Such expressions 
throughout this book as Lesson 5, The Use of the Period, Ex- 
amples, Note to the Teacher, Remark, etc., which form the title 
of what follows them in each case, are called captions and head- 
ings and are followed by periods. Another use of the period is 
after abbreviations, initial letters and Roman numerals, all of 
which should be fully illustrated. 

117. The period has three uses, viz.: 

1. It is used to close declarative and imperative 

sentences. 

Examples. 
We have won the victory. Don't give up the ship. 

2. It is used after headings or captions. 

Examples. 

Lesson 10. Note to the teacher. Remark. 

3. It is used after abbreviations, initial letters, and 

Roman numerals. 

Examples. 

LL.D. Reed. J. Q. Adams. 
Chaps. L, II., III., IV. 

118. Copy and punctuate the following: 

1. Be courageous 6. Hon HEW Lewis 

2. It is well 7. J N Block Esq 

3. The Snowstorm 8. Decimals 

4. Dr I H S Wolfe 9. J. McCosh D D LL D 

5. He paid 3 cts apiece 10. Olive St St Louis Mo 

Remark. — Point out the use of the period in any of the text 
books used. 



48 COLUMBIAN LANGUAGE LKSSONS. 

LESSON 37. 

THE USE OF THE INTERROGATION=POINT AND 
EXCLAMATIOINUPOINT. 

Note) to the Teacher. — Heretofore we have learned that the 
interrogation-point is used after interrogative sentences, but it is 
also used after words to express inquiry or doubt. Thus: How 
many ounces in 6 lb. ? — in 9 lb. ?—in 5 lb.? He said so (?) 

119. An Interrogation-point (?) should be placed 
after every question or word indicating that a 
question is asked. 

Examples, 

Can you write ? What is % of 4 ? — of 1 2 ? — of 24 ? 

120. Copy and punctuate the following sentences: 

1. Will he come 5. What is it 

2. Does it rain 6. You see me, eh 

3. How do you do 7. Can a boy hop 

4. Does he study 8. Will you help me 

9. Where are your flashes of merriment your 
gambols your songs your gibes 

10. At 10 cents a pound, what is the cost of 8 lb 

sugar — 5 lb — 7 lb — 12 lb — 25 lb 

11. u What is truth n was Pilate's question. 

Remark. — The use of this point should be shown in the text- 
books used by the pupil. 

Note to the Teacher. — See Lesson 30, where the Exclama- 
tory Sentence is explained. 

121. An Exclamation-point (!) should be placed 
after every word or group of words used to express 
strong feeling, as well as after exclamatory sen- 
tences. 

Examples. 
Ah, me ! What a wonder ! How he runs ! 






INTERROGATION AND EXCLAMATION POINTS. 49 

122. Copy and punctuate the following : 

1. How good he is 

2. Fie on him 

3. Alas alas what have I done 

4. Ah me how happy I'll be 

5. Charge Chester charge 

6. Oh that I could find him 

7. u Woe worth the chase woe worth the day " 

8. How perfect how straight how elegant 

9. Ho trumpets sound a war note 
10. How gracefully the kite rises 

123. Place the proper point after each of the following 
sentences and give the rule for its use: 

1. See the boys and girls How merry they are 

2. Look did you see that boy fall 

3. Ellen do look at Fido 

4. O Hattie I just saw a large rat in the shed 

5. Do tell me how she got it, Frank 

6. Oh we would bring it right back, Willie 

7. Well, then, let us whistle it to sleep 

8. Oh I thank you very much 

9. ' 4 Yes you can if you try ' ' said the old hen 
10. Come here, Lucy, and listen 

11. " Ha ha Mrs Stork," then he laughed, u may I beg 
To know what has injured your beautiful leg" 
u A cruel young fellow threw at me a stone, 

And striking my leg it broke the frail bone n 
1 c Ha ha the same boy threw at me, ' ' said the snake, 
" But you see, Mrs Stork, I had no legs to break" 



50 COLUMBIAN LANGUAGE LESSONS. 

LESSON 38. 
DESCRIPTION OF FLOWERS.— COMPOSITION. 

Note To the Teacher. — 1. If possible secure colored drawings 
of the parts of a flower and transfer these to the blackboard. 

2. Have pupils bring flowers and let them point out and name 
the different parts and then describe each part. Thus: 

1. The stent is the part upon which the 
flower rests. 

2. The calyx is the outer circle of green 
flower-leaves. 

3. The corolla is the inner circle of colored 
flower-leaves. 

4. The stamens are the thread-like parts. 

5. The pistil is the central part of the flower. 

124. Tell what kind of flower is 
represented by the picture. 
125. Write a composition about the rose. 




LESSON 39 
DISTINGUISHING COLORS.— COMPOSITION. 

Note To The Teacher. — In addition to a colored chart, let 
pupils bring colored cards or fabrics and assort them into reds, 
blues and yellows. Then let them take the reds and assort them, 
pointing out the shades and hues, such as pink, crimson, maroon. 
If a child does not know a color, let him ask, What color is this? 
and let one of the more expert children answer. 

126. Teach children to distinguish colors. 

Examples. 

My dress is brown. Is Mary's dress purple? 

NoTE to the Teacher.— The American Flag (Old Glory) is a 
familiar object. It usually consists of an oblong piece of bunting, 
containing seven red stripes, six white stripes, and a blue square 
in the upper left corner. Upon the blue field are placed as many 
stars as there are States in the Union. 

127. Write a compositioit describing "Old Glory" 



DESCRIBING A PICTURE. 



51 



LESSON 40. 
DESCRIBING A PICTURE. 



• ._, "_Z^h 




■ «™ 




128. Suggestive Questions* 

1. What objects do you see in this picture? 

2. Name the girl and the kitten. 3. Tell what 
each is doing ? 4. Tell a story about a kitten. 

129. Write a composition suggested by the picture. 



52 



COLUMBIAN LANGUAGE LESSONS. 



LESSON 41. 

THE USE OF HOMONYMS. 

Note to the Teacher. — As homonyms are words pronounced 
alike, but differing in orthography and meaning, pupils frequently 
misspell them in their compositions. Write or print the words on 
cards and holding up a card require pupils to make sentences, 
using the word correctly. 



130. Teach the 

ate, eight, 
a, ah. 
be, bee. 
blue, blew, 
dear, deer, 
eye, I. 
ail, ale. 
aisle, isle, Til. 
aught, ought, 
bald, bawled, 
ball, bawl. 



use and spelling 

hear, here, 
knew, new. 
know, no. 
made, maid, 
read, red. 
right, write, 
hall, haul, 
hair, hare, 
hart, heart, 
heal, heel, 
hour, our. 



of the homonyms: 

see, sea. 
son, sun. 
to, too, two. 
their, there, 
wares, wears, 
waste, waist, 
pries, prize, 
rain, rein, reign, 
rap, wrap, 
rice, rise(n). 
seen, scene, seine. 



131. Teach the spelling and use of the following 
homonyms: 

Bow, beau, 
by, bye, buy. 
cent, sent, scent, 
claws, clause, Claus. 
fir, fur. 
flour, flower, 
forth, fourth, 
hole, whole, 
in, inn. 
him, hymn, 
lain, lane. 



nun, none, 
ore, o'er, oar. 
one, won. 
rode, road, rowed, 
soar, sore, 
seas, seize, sees, 
some, sum. 
wood, would, 
week, weak, 
the, thee, 
toad, toed. 



HOMONYMS. 



53 



Note To The Teacher.— Have pupils find and write the 
meaning of homonyms. Thus: 



Serge a strong, twilled stuff. 

Slirge a large, swelling wave. 

Sne3.r to clip close with shears. 

Sheer absolute; downright. 

| radius. 

Sine aline perpendicular to the 

Slgll to affix one's signature. 

Size comparative bulk. 

SlgnS lamentations. 

i° [weapon. 

Slay to kill by striking with a 

1 • v [snow. 

Sleigll a light vehicle for use on 

SCUll to propel with one ore. 

Skull the skeleton of the head. 



Slew did slay. 

Slue to turn partly about. 

i 1 [backs up. 

SlOUgn a pond in which water 

SO in the same manner. 

SOW to scatter seed. 

[awl. 

SeW to work with a needle or 

S03.r to float aloft on wings. 

SOre irritating; aggravating. 

SOle acting without another. 

j [man. 

SOUl the incorporeal nature of 

St3.ir a series of steps. 

, [gaze. 

Stare to fix the eyes in a steady 



132. Teach the spelling and use of the following 
homonyms: 



bare, bear, 
berry, bury, 
break, brake, 
coarse, course, 
cloak, cloke. 
choir, quire, 
deign, Dane, 
dew, due. 
dying, dyeing, 
dough, do (note), 
earn, urn. 
faint, feint, 
fair, fare, 
flew, flue, 
gait, gate, 
groan, grown. 



hours, ours, 
holy, wholly, 
idle, idol, 
laid, lade, 
leaf, lief. 
led, lead, 
male, mail, 
mane, main, 
need, knead. 
O, oh, owe. 
pane, pain, 
pear, pare, pair, 
pale, pail, 
peal, peel, 
peace, piece, 
pride, pried. 



strait, straight, 
cents, scents, 
sell, cell, 
sew, so, sow. 
sign, sine, 
stake, steak, 
steal, steel, 
threw, through, 
throne, thrown, 
tied, tide, 
told, tolled, 
wade, weighed, 
wait, weight, 
way, weigh, 
wrong, rong. 
wrote, rote. 



54 COLUMBIAN LANGUAGE LESSONS. 

LESSON 42. 

THE NOUN. 

Note to the Teacher. — 1. Let the pupils name objects and 
write the names in a column. 2. Write upon the blackboard 
such sentences as (a) The sun shines, (d) The bell rings, (c) 
Putty is soft, id) Honey is sweet, (e) The rose is fragrant. (/) 
Truth is mighty. 3. Now ask, What shines? How do you know? 
{Sight). What rings? How do you know? {Hearing). What 
is soft? How do you know? {Touch). What is sweet? How do 
you know? {Taste). What is fragrant? How do you know? 
(Smell). What is mighty ? How do you know? {Thought). 4. 
Name other things that can be seen, heard, touched, tasted, 
smelt, thought. 5. Bring out the fact that things thus known 
are called objects, and that the words which name them are called 
nouns. 

133. A Noun is a word which is the name of a 
person, a place or a thing. 

Examples. 

John Chicago house tree horse 
Remark. —The word noun is used to name one of the eight 
classes into which words are divided. 

134. Make sentences naming objects: 

1. Name five objects in the school room. 

2. Name five objects on the playground. 

3. Name five objects in a parlor. 

4. Name five objects in a kitchen. 

5. Name five objects in a garden. 

ModEI*. — In a school room there are boys, girls, desks, books 
and maps. 

135. Partial Rule for the Comma. — Names in a 
series are separated by commas. Thus: Horses, 
mules, cows, sheep, hogs and goats are classed as 
domestic animals. 



THE NOUN. 55 

136. Write sentences about common things: 

1. Name five objects seen in fields or parks. 

2. Name five objects seen along streets or roads. 

3. Name five objects that are in or on the rivers. 

4. Name five objects seen in the sky. 

5. Name five objects exhibited at fairs. 

137. Write sentences about animals: 

1. Name five animals each of which has two legs. 

2. Name five different animals having fonr legs. 

3. Name five animals each of which has six legs. 

4. Name one animal having many legs. 

5. Name five animals which migrate. 

138. Write sentences about animals: 

1. Name five different animals which live on land. 

2. Name five animals which live in the water. 

3. Name five animals which are tame. 

4. Name five animals which are wild. 

5. Name five animals which live on meat. 
jjgpWhat animal has no legs? 

139. Make sentences about manufactured articles: 

1. Name five articles made of w r ood. 

2. Name five articles made of stone. 

3. Name five articles made of iron. 

4. Name five articles made of brass. 

5. Name five articles made of leather. 

140. Write sentences about mamtfactured articles: 

1. Name five fabrics made of wool. 

2. Name five fabrics made of cotton. 

3. Name five vessels made of tin. 



56 COLUMBIAN LANGUAGE LESSONS. 

141. Write sentences about food: 

1. Name five things which are eaten, 

2. Name five articles of food which grow. 

3. Name five articles of food which are brought 

from the tropics. 

4. Name five things that are brought from South 

America. 

5. Name five articles which come from Cuba. 

142. Write sentences about fruits and foods: 

1. Name five fruits that grow on trees. 

2. Name five different kinds of nuts. 

3. Name five minerals. 

4. Name five kinds of spices. 

5. Name five kinds of baked food. 

143. Write a sentence na?ning tools: 

1. The tools which a blacksmith uses. 

2. The tools which a carpenter uses. 

3. The tools which a stonemason uses. 

4. The tools which a bricklayer uses. 

5. The tools which a tinsmith uses. 

144. Write sentences naming implements and instru- 
ments: 

1. A farmer's implements. 

2. A shoemaker's tools. 

3. A dentist's instruments. 

4. A surgeon's instruments. 

5. An architect's instruments. 

145. Find out the difference between tools, imple- 
ments, instruments and machines. 



REPRODUCING A STORY. 57 

LESSON 43. 
SELECTING NOUNS. 

146. Write tcpon the blackboard the following sen- 
tences one by one arid let pupils select the nouns, 
marking them by writing n above, 

1. The boy gave his sister an apple. 

2. Girls love dolls, ropes and dishes. 

3. The most useful metals are copper, zinc, iron, 
lead and tin. 

4. Gold is used in making coin, rings, chains, 
spoons and ornaments. 

n n n n 

Modei.. — Arthur's new sled was a present from his cousin. 



LESSON 44. 
REPRODUCING A STORY. 

147. Read the following story to your class twice and 
then let them reproduce it in writing: 

THE LION AND THE MOUSE. 

A weary lion lay down to rest under an oak. 
While he slept, a number of mice rnn over his back 
and waked him. The Hon put his foot angrily upon 
one of them and was about to crush the tiny creature. 
The mouse begged the lion to spare its life. Finally 
the lion let the trembling creature go. 

Soon after this the lion was caught in a net set for 
him. He struggled in vain to free himself. At this 
juncture the same little mouse approached him. 
The mouse had come to relieve the lion. He gnawed 
the strong cords asunder and thus released him. 



58 



COLUMBIAN LANGUAGE LESSONS. 



LESSON 45. 

A RIDE ON PRINCE. 




148. Name all the objects seen in this picture and tell 
something about each. 

149. Write a short story involving things suggested 
by the picture. 



THE PRONOUN. 59 

LESSON 46. 

THE PRONOUN. 

NOTE To THE Teacher. — Give a book to a pupil and say, / 
give it to you. In this sentence the word /represents the person 
speaking, the word jf<?7/ represents the pupil, while the word it rep- 
resents the book. In the sentences, Albert gave James Albert's 
book, Ann tore Ann's dress, the word his may be put in place of 
Albert's, and her in place of Ann's, so that the sentences will read 
John gave James his book, Ann tore her dress. The words Albert 
and Ami, for which his and her stand, are called antecedents. We 
thus find a small number of words which either represent persons 
or things directly without naming them, or which are substituted 
for names previously used. From the fact that this class of words 
are often used instead of nouns they are called pronouns. 

150. A Pronoun is a word which represents an ob- 
ject without naming it. 

Examples. 
You and / are here. My father gave her your book. 

151. Pronouns are used to prevent the repetition of 
the same word. Thus : John went to town, and 
as he returned he was thrown from his horse. He 
is substituted for John, and his for John's. 

152. The noun for which the pronoun stands is called 
its antecedent. Thus : In the sentence, John 
hurt his hand, John is the antecedent of his. 

153. Pronouns have distinct forms to express person, 
number, gender and case. 

154. Pronouns which indicate by their form the 
speaker, the person spoken to, or the person or 
thing spoken of, are called Personal Pronouns. 

Examples. 
I {the teacher) give it {the book) to you {the pupil). 



60 COLUMBIAN LANGUAGE LESSONS. 

155. Select the nouns and pronoims from the follow- 
ing stanza : 

He prayeth well who lovetli well 
Both man and bird and beast; 

He prayeth best who loveth best 
All things both great and small; 

For the dear God who loveth us, 
He made and loveth all. 



LESSON 47. 
GRAMMATICAL PERSON. 

N0T3 To THE Tkachkr. — A person speaking uses / or we in 
referring to himself. If he speaks to others he uses you as refer- 
ring to the person addressed. The person speaking is called the 
first person, because he is the chief or primary actor in the con- 
versation; but the auditor, or person addressed, because he is only 
secondary, is called the second person. The persons and things 
which are the theme of the conversation or discussion do not 
participate in it, and therefore occupy a third place. From the 
relations of persons and things to discourse arises the grammatical 
property of person. 

156. Person is the relation of a word with respect to 
the speaker. There are three such relations: the 
First Person, the Second Person and the Third 
Person. 

157. The First Person refers to a person as speaking 
of himself. 

Examples. 
/ wrote a letter to my mother. Our friends re- 
membered us. We cling to what is ours. 






GRAMMATICAL NUMBER. 6 1 

158. The Second Person refers to the person spoken 
to. 

Example. 

You did not say the book was yours. 

159. The Third Person refers to a person or thing 
spoken of. 

Examples. 

He told his father about it. Her mother gave 
her a new doll. They admired the book you showed 
them. 

160. Select the pronouns from the following : 

I once had a sweet little doll, 
The prettiest doll in the world; 

Her cheeks were so red and so white, 
And her hair was so prettily curled. 

But I lost my poor little doll, 
As I played in the garden one day; 

And I cried for her more than a week, 
But I could not find where she lay. 



LESSON 48. 
GRAMMATICAL NUMBER. 



Note To The; Teacher. — Persons and things exist singly and 
hence they are thought of as individuals. When two or more per- 
sons and things are brought together the mind imposes number 
upon them and they are thought as many, or plural. The primary 
form of a word is usually singular. When a word denotes two or 
more persons or things, its form is changed. Thus: the forms tree, 
man, are singular: the forms trees, men, are plural. 



62 COLUMBIAN LANGUAGE LESSONS. 

161. Number is the form of a word which shows 
whether it refers to one or more than one. 
Words have two numbers, the Singular and the 
Plural. 

162. A word is of the Singular Number when it 
refers to one object only. 

Examples. 
This apple is not ripe. This book is new. 

163. A word is of the Plural Number when it refers 
to more than one object. 

Examples. 

These apples are not ripe. These books are new. 

164. Nouns are generally made to express more than 
one by suffixing s, es, or ies to them. 

Remark. — After c or g, mute e is dropped before 
es; y is dropped before ies. 

Examples. 

Stove + S = stoves; chorus + es = choruses; mem- 
ory + ies = memories; vice + es = vices; judge + es 
= judges. 

165. Rules for Pluralizing Nouns. 

1- — Most nouns are pluralized by suffixing s, 

But 2 — Nouns ending in eh, s, ss, sh, zz, x, ce, or 

ge, are pluralized by suffixing the syllable es; 

And 3 — Nouns ending in y after a consonant, drop 
y and suffix ies. 



GENDER OF NOUNS AND PRONOUNS. 63 

Examples. 

boy fox bush cage lady handful 
boys foxes bushes cages ladies handfuls. 

Remark. — Compounds with fit I follow the general rule; as cup- 
fuls, spoonfuls. 

166. Have pupils write sentences using the following 
words in a plural form: 

wretch judge source pencil 

vice church evidence lady 

witness passage device boy 

copse pilgrimage book bush 

fox purse pen crevice 

167. Write sentences using the following words tJi a 
plural form: 

memory festivity charity reply 

civility ferocity eulogy legacy 

money attorney monkey whiskey 

168. Compound nouns have the first part pluralized, 
sometimes both parts. 

Examples. 
brother-in-law court-martial man servant 

brothers-in-law courts-martial men servants 

169. Foreign words have irregular plurals which 
should be learned from a dictionary. 

Examples, 
axis datum beau genus focus 

axes data beaux genera foci 



LESSON 49. 
GENDER OF NOUNS AND PRONOUNS. 

Note To The Teacher. — The distinction of men and boys, on 
the one hand, and of women and girls on the other, is called the 
distinction of sex. Men and boys are males; women and girls, 



64 COLUMBIAN LANGUAGE LESSONS. 

females. The ascription of this distinction of sex to words gives 
rise to gender. The names of males are of the masculine gender; 
of females, of the feminine gender. If the same word designates 
persons of either or both sexes, it is of the common gender; as, 
child, parent. When no sex is ascribed to an object, its name is of 
the neuter gender. 

170. Gender is that quality of a noun or a pronoun 
which refers to sex. There are four genders, the 
Masculine, the Feminine, the Common, and the 
Neuter. 

171. A noun or a pronoun is of the Masculine Gender 

when it represents a person or an animal of the 
male sex. 

Examples. 
Henry learns his lessons. George sold his house. 

172. A noun or a pronoun is of the Feminine Gender 

when it represents a person or an animal of the 
female sex. 

Examples. 

Emily lost her slate. Mary tore her veil. 

173. A noun or a pronoun is of the Common Gender 
when it represents either a male or a female, or 
both. 

Examples. 

Their parents left them. My children are grown. 

174. A noun or a pronoun is of the Neuter Gender 
when it represents an object without sex. 

Examples, 

The book contains a story. The tree has leaves. 



FORMS WHICH DISTINGUISH SEX. 



65 



LESSON 50. 
FORMS WHICH DISTINGUISH SEX. 

175. One word denotes a male and the other the cor- 
responding female: 






Masculine. 


Feminine. 


Masculine. 


Feminine. 


boy 
brother 


girl 
sister 


he 
husband 


she 
wife 


bull 
cock 


cow 
hen 


king 
man 


queen 
woman 


drake 


duck^ 


monk 


nun 


father 


mother 


nephew 


niece 


gander 
gentleman 


goose 
lady 


son 
uncle 


daughter 
aunt 


176. Gender is denoted 


by prefixing 


a word indi- 


eating sex. 






He wolf, she wolf. Man servant, maid servant. 


177. Gendev 


• is denoted 


by suffixing a 


sy liable indi- 


eating sex y viz.: 






1. The syllable ess distinguishes the female. 


Masculine. 


Feminine. 


Masculine. 


Feminine. 


abbot 


abbess 


master 


mistress 


actor 
baron 
duke 


actress 

baroness 

duchess 


negro 

patron 

peer 


negress 

patroness 

peeress 


emperor 

giant 

god 

heir 

host 

instructor 


empress poet 
giantess priest 
goddess prince 
heiress prophet 
hostess shepherd 
instructress songster 


poetess 

priestess 

princess 

prophetess 

shepherdess 

songstress 


lad 
lion 


lass 
lioness 


tiger 
traitor 


tigress 
traitoress 



66 COLUMBIAN LANGUAGE LESSONS. 

2. The syllable ix gives a legal title to a female. 
Masculine. Feminine. Masculine. Feminine. 

administrator administratrix heritor heritrix 
director directrix testator testatrix 

executor executrix 

3. The terminations en, vixen; ine, heroine, Joseph- 
ine; ina, Czarina, Wilhelmina, distinguish females. 

178. Write Jive sentences tising words which show a 
distinction oj sex. 
Model. — The countess married an American poet. 



LESSON 51. 
CASE. 



Note To the Teacher. — In the sentences, Henry struck John's 
dog y He gave him his hat, the words Henry and He are used as 
subjects, dog, him and hat are used as objects, while John's 
and his denote possession. This relation of nouns and pronouns to 
other words in a sentence is called case, and is often, not always, 
expressed by a change in the form of the noun or the pronoun. 

179. Case is the relation of a noun or a pronoun to 
other words in a sentence. There are three cases, 
the Nominative, the Objective and the Posses- 
sive. 

180. The Nominative Case is the form of a noun or 
a pronoun when it is used as subject or predi- 
cate. 

Examples. 
He is king. I am he. It is I. It is they. 



CASE. 67 

181. The Objective Case is the form of a noun or a 
pronoun when it is used as the object of a verb 
or of a preposition. 

Examples. 

Give the book to him. Get a fan for her. 

182. The Possessive Case is the form of a noun or 
a pronoun when it is used to denote ownership, 
origin or fitness. 

Examples. 

My book. John's slate. God's mercy. Men's shoes. 

183. A noun is made to express ownership, origin 
or fitness by suffixing 's to it. 

Examples. 

Ownership. Origin. Fitness. 

John's slate. The sun's rays. Men's hats. 

The farmer's horse. God's mercy. Children's clothing. 

184. After a common noun ending in s the apostro- 
phe (') only is suffixed; as, for conscience** sake. 

185. Have pupils write sentences using the possessive 
form of the following nouns: 

Arnold Sheba drummers midsummer 

seaman son daylight Roger 

Norman Whitcomb Hampshire Gilbert 

Joseph Pepper Georgia parents 



68 



COLUMBIAN LANGUAGE LESSONS. 



LESSON 52. 

DECLENSION OF NOUNS. 

1 86. Declension is the arranging in order of the 
forms of nouns and pronouns in reference to their 
grammatical properties. 

i. Regular Nouns. 



singular. 
bird 
bird's 
bird 



PLURAL. 

birds 

birds' 

birds 



lady 

lady's 

lady 



man 

man's 

man 



ladies 
ladies' 
ladies 



men 

men's 

men 



Nominative: 

Possessive: 

Objective: 

Nominative: 

Possessive: 

Objective: 

ii. Irregular Nouns. 

Nominative: 

Possessive: 

Objective: 

in. Compound Nouns. 
Nominative: son-in-law sonS-in-law 

Possessive: son-in-law's sons-in-law's 

Objective: son-in-law sons-in-law 

187. Write the declension of the following nouns: 

child ox court-martial 

woman leaf brother-in-law 

dog frog Knight-Templar 

fly tree man servant 

mouse water he goat 

girl sky George Washington 

Remark. — The names only of persons, of other animals and of 
things personified have possessive forms. 



DECLENSION OF PERSONAL PRONOUNS. 69 

LESSON 53. 

188. Declension of Personal Pronouns. 

First Person, 
singular. plural. 

Nominative: I we 

Possessive: my, mine our, ours 

Objective: me us 

Second Person, 
singular only. singular and plural. 
Nominative: thou you, or ye 

Possessive: thy, thine your, yours 

Objective: thee you 

Third Person. 

mas. fem. neuter. any gender. 

Nominative: he she it they 

Possessive: his her, hers its their, theirs 

Objective: him her it them 

189. Compound Personal Pronouns are formed by 
suffixing self or selves to certain forms of the 
Personal Pronouns. 

190. Declension of Compound Personal Pronouns. 

FIRST PERSON. SECOND PERSON. 

Singular: myself yourself, thyself 

Plural: ourselves yourselves 

THIRD PERSON. 

Singular: himself, herself, itself 
Plural: themselves 



JO COLUMBIAN LANGUAGE LESSONS. 

191. Have pupils select the pronouns from the fol- 
lowing sentences, and give their properties: 

1. He gave it to her; it is now hers. 

2. You told me what he said to him. 

3. The man whom they deceived, will hereafter 

trust neither them nor us. 

4. The men who sold their cattle to you, are our 

cousins. 

5. The girl whose book was stolen, has gone to 

■the store at which she bought it. 

6. He that would learn his lessons well, must 

study diligently. 

192. Blackboard Exercise. 

Ug|p This story is to be written upon the blackboard: 

u On a certain winter's day, John and Henry 
went skating together. John went on thin ice 
and broke in where the water was deep. 
Henry helped him out by means of a rail, 
which he took from a fence. ' ' 

193. Have pupils write the story as fohn may have 
told it. Use considerable detail. 

194. Have pupils write the story as Henry might 
have told it to you. 

Remark. — These exercises should be written under the inspec- 
tion of the teacher. . 



RELATIVE PRONOUNS. 7 1 

LESSON 54. 
RELATIVE PRONOUNS. 

Note; To THE Teacher. — Certain pronouns are used in sen- 
tences having two subjects and two predicates; as, The men whom 
we saw \ were Irishmen. Whom and men refer to the same objects, 
whom being used to join tw r o clauses. Such words are called 
Relative Pronouns, because they relate to a w r ord in another 
clause. 

195. A Relative Pronoun is a pronoun which joins 
a sentence to its antecedent. 

196. Declension of Relative Pronouns. 

Nominative: who which that 

Possessive: whose whose 

Objective: whom which that 

197. Select the pronouns from the following sentences, 
tell their kind, and give their properties. 

1. A blacksmith is a mechanic who works in iron. 

2. That is the man of whom I spoke. 

3. Those are the boys whom you want. 

4. He is the man whose reputation is great. 

5. The boy drove away the birds that were eating 

the corn. 

6. This is the house that Jack built. 

7. The gardener whom we employed, is honest. 

8. The book is not mine; I cannot lend it. 

9. The horse is yours; I am leading it to your 

house. 

10. They say that he is a man who minds his own 

business. 

11. If we would improve our minds by conversa- 

tion, it is a great happiness to know persons 
wiser than ourselves. 



72 COLUMBIAN LANGUAGE LESSONS. 

12. It is piece of useful advice, therefore, to get 
the favor of their conversation frequently; 
but if they are reserved, we should use 
all obliging methods to draw out of them 
what may increase our own knowledge. 

198. A wave line may be used to indicate a relative 
clause. Thus: 

Model. — He that would learn, should study. 

199. Mark the following sentences, and write sen- 
tences showing the use of who, whose, avhom, 
which and THAT. 

1. The fox which escaped, has been caught. 

2. I found the letter which he lost. 

3. His praise is lost who waits till all commend. 
* 4. Mark but my fall and that that ruined me. 

5. There are thoughts that breathe and words 

that burn. 

6. Columbus was the first man that saw it. 

7. That is the same man that you saw. 

8. This is the very thing that I wanted. 

9. Harry is the friend on whom I depended. 

10. This is the house of which I spoke. 

11. He is the teacher to whom the boy was sent. 

12. That is the hole into which the mouse went. 

13. This is the very thing for which I was looking. 

14. Who owns the field through which we came? 

15. u The flames that lit the vessel's wreck, 

Shone round him o'er the dead." 






STORY ABOUT FLYING FISH. 

LESSON 55. 

STORY ABOUT FLYING FISH, 



73 




200. Topical Suggestions. 

1. Tell what you see in this picture. 

2. Describe the appearance of these fish. 

3. Tell something about their enemies. 

201. Write a description of the flying fish. 



74 COLUMBIAN LANGUAGE LESSONS. 

LESSON 56. 
THE VERB. 

Note to The Teacher. — Let some pupil (John) do something 
and ask some other pupil to tell what John does. Elicit the answers 

(John walks; writes, reads, runs, etc.) The words walks, writes, 
reads, runs, tell what John does. Now let John sit or stand, and 
let some pupil tell in what condition or state John is. (John sits, 
stands, etc.) The words sit and stand tell how John exists. Words 
which tell what an object does or how it exists, are called verbs. 

202. A Verb is a word which tells what an object 
does or how it exists. 

Examples. 

John rings the bell. Henry sleeps. William reads. 

Remark. — The noun presents an object and names it; the pro- 
noun represents an object without naming it; the verb tells how 
an object exists or acts. 

Model OF Analysis. — Frank recites. The word 
frank names a person; therefore it is a nonn. The 
word RECITES tells what Frank does; therefore it is a 
verb. 

203. Analyze the following sentences: 



I. 

2. 

3- 


Ava sings. 
Harry reads. 
Plants grow. 


7- 

8. 

9- 


Honey is sweet. 
John struck George. 
He gave me a nickel. 


4- 

5- 
6. 


Leaves fall. 
Balls roll. 
Hattie studies. 


10. 

11. 
12. 


James sang a song. 
Be a good boy. 
God bless our home. 



204. Make sentences expressing Jive ACTS or STATES 
proper to each of the following persons or things: 

A boy; books; trees; Napoleon; a knife; a ball; an 
ox; a car; a sled; mother. 

Model. — A boy may sit, stand, sleep, or study. 



THE COMMA. 75 

205. Partial Rule for the Comma. — Verbs fol- 
lowing each other are separated by commas; as, 

John READS, WRITES, SINGS and DANCES. 

206. Dictate the following sentences and let the pupils 
select and write the VERBS: 

1. Mabel was alarmed at what she had done. 

2. Mable was in the kitchen when she heard her 
father call her. 

3. Those who visit the city and go to the parks 
are surprised to see so many birds flying about. 

4. She ran out of the room and shut the door hop- 
ing that no one would know that she had been 
there. 

5. She had climbed into a chair and taken from 
the mantel a vase, which had slipped through 
her hands and had fallen to the floor where it 
was broken to pieces. 

6. Think for thyself — one good idea 

But known to be thine own, 
Is better than a thousand gleaned 
From fields by others sown. 

7. The first tabernacle to Hope we will build 

And look for the sleepers around us to rise! 
The second to Faith which insures it fulfilled; 
And the third to the Lamb of the great 
sacrifice 
Who bequeathed us them both when He rose 
to the skies. 

207. Teach the use of the following verbs: 

bend, bent. dream, dreamt. mean, meant, 

creep, crept. grind, ground. send, sent, 

deal, dealt. lend, lent. spend, spent. 



76 COLUMBIAN LANGUAGE LESSONS. 

LESSON 57. 
KINDS OF VERBS. 

Nora To The; TbachKR. — Break a stick and ask what you do 
{I break the stick.) Observe that your act passes from you to the 
stick and affects it. An act that passes to another object is called 
transitive. Let a ball drop. Ask what the ball does. ( The ball 
falls, rolls, bounces.) Observe that the act does not pass to another 
object. An act that does not pass from one object to another is 
called intransitive. 

208. A Transitive Verb is a verb expressing an 
action which passes from the doer to some person 
or thing. 

Examples. 
The boy hit the ball. The bird built a nest. 

209. Write sentences using these transitive verbs: 



choose forsake see 


speak 


draw freeze raise 


steal 


drive hide shake 


take 


drink lay slay 


tear 


An Intransitive Verb is a 


word which ex 



210. 

presses an act which does not pass from the doer. 

Remark — An intransitive act remains within the subject. It 
does not affect another person or thing. 

Examples. 

The horse runs. The child sleeps. 

The boy studies. The girl dances. 

211. Write sentences using these intransitive verbs: 
lie rise stand stride 

sit come creep strive 

fall abide flee thrive 

fly cling weep spring 



COPULATIVE VERBS. 77 

LESSON 58. 
COPULATIVE VERBS. 

Note to Thb Teacher. — If I say John is, the sense is incom- 
plete; some word is needed to complete the meaning of is, such 
asgood, man, etc. If I say John began, the sense is also incom- 
plete and some words expressing an act, as to study, to write, to 
sing, must be added to complete the meaning of began. Again, if 
I say, the fields look, some word descriptive of fields, as green, 
barren , must be added to look to complete its meaning. The 
words added express what is thought of the subject and are called 
predicates. In Lesson VI. we have learned that the predicate is 
joined to the subject by means of such words as am, is, are, was, 
etc., and the words so used are called copulas. Words having the 
function of joining a predicate to a subject are copulative. Cop- 
ulative means joining together. 

212. A Copulative Verb is a verb which requires 
another word to complete its meaning. 

Examples. 

The cherries are ripe. The horse is lame. 
The boy feels sick. The child began to cry. 

213. Write sentences .using these copulative verbs: 
am feel begin fall 

are seem try become 

was appear attempt turn 

were look grow desire 

214. Select the verbs from the following sentences a7id 
tell their kinds: 

1. The board feels smooth. 6. The horse ran away. 

2. He began to study. 7. She tried to smile. 

3. George sang a song. 8. They went to Europe. 

4. The boy looks hungry. 9. The man feels tired. 

5. The bird built a nest. 10. L,et us fly our kites. 



78 COLUMBIAN LANGUAGE LESSONS. 

LESSON 59. 

VOICE.— DOER AND RECEIVER. 

Note To THE Teacher. — In the sentences, The dog bit the boy, 
The boy was bitten by the dog, the same act is expressed in two 
ways. In the first sentence, the object denotes the receiver; 
in the second sentence, the subject denotes the receiver. 
When the object denotes the receiver the verb is said to be active, 
and when the subject denotes the receiver, the verb is said to be 
passive. This relation of a verb to its subject is called voice. 

215. Voice is that form of a transitive verb which 
shows whether its subject denotes the doer or 
the receiver of an act. 

216. There are two voices, the active and the pas- 
sive. 

217. The Active Voice is the form of the verb show- 
ing that the subject is the doer of the act. The 
Passive Voice is the form of the verb showing 
that the subject is the receiver of the act. 

Examples. 

Doer. Receiver. 

James caught a fish. A fish was caught by James. 
Helen wrote a letter. A letter was written by Helen. 

218. Make sentences using the following verbs in both 
voices: 

choose, chose, chosen. rings ran g> rung, 

drive, drove, driven. shake, shook, shaken, 

eat, ate, eaten. si n g> san g> sung, 

forget, forgot, forgotten. strike, struck, stricken, 

freeze, froze, frozen. tear, tore, torn, 

rise, rose, risen. wear, wore, worn. 



MODE. — FORMS OF VERBS. 79 

LESSON 60. 

MODE.— FORMS OF VERBS. 

NoTK To The Tkacher. — In the sentences, Harry studies, 
Harry can study , If Harry study; Harry, study, the act of studying 
is asserted in four different ways. In Harry studies, the act of 
studying is asserted as actual; in Harry can study, as possible; in 
If Harry study, as doubtful, and in Harry, study, as something 
commanded. The verb-forms which show the manner in which 
an act or state is asserted, are called modes. 

219. There are four modes, viz.: Indicative, Poten- 
tial, Subjunctive, and Imperative. 

220. The Indicative Mode asserts an act or state as 
real or actual. 

Examples. 
The sun shines. Trees grow. 

The bird sings. The child plays. 

Men build houses. Birds build nests. 

221. Write five sentences using verbs in the Indica- 
tive mode. 

222. The Potential Mode asserts an act or state as 
something possible or necessary. 

Examples. 

The sun may shine. Trees can grow. 

The bird should sing. The child might play. 

Men could build ships. Birds must build nests. 

223. Write sentences using the following verbs in the 
Potential 7node. 

can, could. seek, sought, string, strung, 

shall, should. shine, shone. swing, swung, 

will, would. stick, stuck. win, won. 

wind, wound. wring, wrung. tell, told. 

Caution. — Be careful to use shau, with I or wH in statements. 



80 COLUMBIAN LANGUAGE LESSONS. 

224. The Subjunctive Mode asserts an act or state 
as doubtful or conditional. 

Examples. 

If the sun shine, the grass will grow. 
If it rain to-morrow, I shall not come. 

225. Write five sentences using verbs in the Subjunc- 
tive mode, 

226. The Imperative Mode asserts an act or state as 
commanded, requested or required. 

Examples- 
Study your lesson. Write a composition. 
Give us our daily bread. God protect our homes. 
John, bring me the book. Mary, ring the bell. 

227. Write five sentences using verbs in the Impera- 
tive mode. 



LESSON 61. 
TENSE-FORMS. 

NotktoThe Tkachkr. — In the sentences, Gordon writes, Gov- 
don wrote, Gordon will write, the forms write, wrote, will write, 
express present, past and future time, respectively. In the 
sentences He writes, He is writing, He has written, He has been 
writing, four different stages of the act of writing are expressed. 
The form writes expresses the indefinite or habitual stage of the 
act; the form is writing, the progressive stage; has written^ the 
completed stage, and has been writing, the continuous stage. The 
forms used to express the ideas of the time and stage of an act or 
state thus give rise to twelve tense=forms. 

228. Tense is that form of a verb which shows the 
time and stage of an act or state. 



TENSE-FORMS. 



^29. The time of an act or state may be present, 
past, or future. 

Examples. 



PRESENT. 

He runs. 
They skate. 



PAST. 

He ran. 
They skated. 



FUTURE. 
I shall run. 
They will skate. 



230. Write sentences using verbs in present time, 

231. Write sentences using verbs in past time. 

232. Write sentences using verbs in future time. 

233. The stage of an act or state may be indefinite, 
progressive, completed, or continuous. 

Examples. 



Present: 

Past: 

Future: 

Present: 
Past- 
Future: 



INDEFINITE. 

I write. 
I wrote. 
I shall write. 

COMPLETED. 

I have written. 

I had written. 

I shall have 

written. 



PROGRESSIVE. 

I am writing. 
I was writing. 
I shall be writing. 

CONTINUOUS. 

I have been writing. 

I had been writing. 

I shall have been writing. 



234. Write jive sentences using verbs in the indef- 
inite form. 

235. Write five sentences using verbs in the progress- 
ive form. 

236. Write five sentences using verbs in the completed 
form. 

237. Write five sentences using verbs in the continu- 
ous form. 



82 COLUMBIAN LANGUAGE LESSONS. 

LESSON 62. 
STORY ABOUT A BIRD'S-NEST. 




238. Suggestive Questions. 

1. What do you see in the picture? 

2. Tell a story about a bird's-nest. 

3. Tell something about the number and colors 
of the eggs of different birds. 

4. How long does it usually take a bird to hatch 
her eggs? 

5. What do young birds eat? 

239. Write a story about what is seen in the picture. 



INFINITIVES AND PARTICIPLES. 



83 



LESSON 63. 

INFINITIVES AND PARTICIPLES, 

Note to the Teacher. — Such expressions as to know, to have 
known, knowing, known, having known, express the act of know- 
ing but do not assert it. These forms are generally used as the sub- 
jects^ predicates or objects of sentences. 

240. Infinitives and participles are forms of the 
verb which express action or state without assert- 
ing it. 

Examples. 

PARTICIPLES. INFINITIVES. 

gone, going. to go, to have gone, 

known, knowing. to know, to be known, 

wept, weeping. to weep, to have wept. 

241. Write sentences using infinitives. 

242. Write sentences using participles* 

243. Infinitives are forms of the verb with to. 
Remark. — In a few cases to is omitted. 

244. Participles are formed from verbs by suffixing 
ing 1 , d, t, ed, n, or en. 

Examples. 



PRESENT. 


PERFECT. 


PRESENT. 


PERFECT, 


speaking, 


spoken. 


knowing, 


known. 


taking, 


taken. 


writing, 


written. 


loving, 


loved. 


building, 


built. 


adding, 


added. 


teaching, 


taught. 


bending, 


bent. 


meaning, 


meant. 



245. Rules for forming' participles: 

1. Drop final e before suffixing ing*; as, caring 
from care. 



84 COLUMBIAN LANGUAGE LESSONS. 

2. Put y for i, when the verb ends in ie; as, dying 
from die. 

3. Put ie fory before d; as, cried from cry. 

4. Double the final letter if the verb is accented 
on the last syllable; as, conferring, conferred, 
from confer. 

5. Retain e if preceded by o ; as hoeing, toeing, 

shoeing. 

6. Retain e in dyeing, singeing, springeing, 
swingeing, tingeing. 

246. Form the participles of the following verbs: 



begin 


dance 


confer 


attend 


draw 


tinge 


commit 


love 


eat 


hoe 


beseech 


move 


change 


dye 


refer 


shoe 


work 


teach 


learn 


hunt 



LESSON 64. 
FORMATION OF THE PAST TENSE. 

247. The past tense of a verb is formed in one of 
three ways, viz. : 

1. By suffixing d, ed or t to the present tense; as, 
love, loved; add, added; mean, meant 

2. By changing the root vowel; as, come, came, 
draw, drew; sing, sang, 

3. By putting t for d; as, bend, bent; wend, 
went, 

248. Verbs are classed as regular or irregular. 

249. A Regular verb forms its past tense and past 
participle by suffixing d or ed to the verb with- 
out changing the vowel. 



IRREGULAR VERBS. 



85 



250. An Irregular verb forms its past tense by 
changing the vowel sound with or without suf- 
fixing t. 

251. The present tense, the past tense, the past- 
participle and the present participle are the 
principal parts of the verb. 

Remark. — The principal parts are used in the formation of 
mode-forms, and tense-forms. 



LESSON 65. 
IRREGULAR VERBS. 

252. The past tense and the past participle of the 
following verbs is formed by changing the vowel 
e of the present to e and suffixing t to it. 

PRESENT TENSE. PAST TENSE. PAST PARTICIPLE. 



cleave 


cleft 


cleft 


creep 


- crept 


crept 


dream 


dreamt 


dreamt 


kneel 


knelt 


knelt 


leave 


left 


left 


mean 


meant 


meant 


sleep 


slept 


slept 


sweep 


swept 


swept 


weep 


wept 


wept 



253 



The vowel of the present is changed to a or 6. 

bring brought brought 

buy bought bought 

catch caught caught 

seek sought sought 

teach taught taught 

think thought thought 

work wrought wrought 



86 



COLUMBIAN language: lessons. 



Remark 1.— The verbs beat, bet, burst, cast, act, durst, hit, 
hurt, let, put, rid, set, shed, shred, shut, slit, split, spread and 
thrust, have the same form for each of the principal parts. 



LESSON 66. 



IRREGULAR VERBS-(Continued.) 

254. The past tense of the following verbs is formed 
by changing the vowel of the present tense. The 
past participle is formed by suffixing 11 or en to 
the present tense: 



PRESENT TENS! 


5. PAST TENSE. 


PAST PARTICIPLE 


arise 


arose 


arisen 


bid 


bade 


bidden 


blow 


blew 


blown 


draw 


drew 


drawn 


drive 


drove 


driven 


eat 


ate 


eaten 


fall 


fell 


fallen 


forbid 


forbade 


forbidden 


forsake 


forsook 


forsaken 


give 


gave 


given 


grow 


grew 


grown 


know 


knew 


known 


ride 


rode 


ridden 


rise 


rose 


risen 


see 


saw 


seen 


shake 


shook 


shaken 


slay 


slew 


slain 


smite 


smote 


smitten 


stride 


strode 


stridden 


strive 


strove 


striven 


take 


took 


taken 


thrive 


throve 


thriven 


throw 


threw 


thrown 






IRREGULAR VERBS. 87 

LESSON 67. 
IRREGULAR VERBS— (Continued). 

255. The past tense of the following verbs is formed 
by changing the vowel of the present tense. The 
past participle is formed by changing the vowel 
to u. 
PRESENT TENSE. PAST TENSE. PAST PARTICIPLE. 



begin 


began 


begun 


ring 


rang 


rung 


sing 


sang 


sung 


spin 


span 


spun 


spring 


sprang 


sprung 


swim 


swam 


swum 



256. Come and run (with their compounds), and 
spit use the form of the present tense for the past 
participle. Beget &vAjly have o in past participle. 



come 


came 


come 


run 


ran 


run 


spit 

beget 

fly 


spat 

begat 

flew 


spit 

begotten 

flown 



257. The past tense and the past participle in the 
following verbs are alike in form: 



behold 


beheld 


beheld 


bind 


bound 


bound 


cling 
dig 
fight 
find 


clung 
dug 
fought 
found 


clung 
dug 
fought 
found 


fling 


flung 


flung 



COLUMBIAN LANGUAGE LESSONS. 



LESSON 68. 

IRREGULAR VERBS— (Concluded). 

258. The past tense and the past participle in the 
following verbs are formed by changing the 
vowel of the present tense. 



grind 
hang 
hold 


ground grounc 
lmng(kang-ed)hung ( 
held held 


light 
slide 


lit 
slid 


lit 
slid 


sling 
slink 


slung 
slunk 


slung 
slunk 


stand 


stood 


stood 


stick 


stuck 


stuck 


sting 
string- 


stung 
strung 


stung 
strung 


swing 


swung 


swung 


win 


won 


won 


wind 


wound 


wound 


wring 


wrung 


wrung 



LESSON 69. 

REDUNDANT VERBS. 

259. Some verbs have two forms for the past par- 
ticiple: 



PRESENT TENSE. 


PAST TENSE. 


PAST PARTICIPLE 


lade 


laded 


laded or laden 


mow 


mowed 


mowed or mown 


rive 


rived 


rived or riven 


saw 


sawed 


sawed or sawn 


show 


showed 


shown or showed 


sow 


sowed 


sowed or sown 



Remark. — The tendency of speech is to drop irregular forms 
and use regular ones. 



NUMBER AND PERSON OF VERBS. 



8 9 



LESSON 70. 

REGULAR VERBS. 

260. The past tense and past participle of regular 
verbs is formed by suffixing ed to the present 

Examples. 

Add, added; knot, knotted; love, loved. 

Remark 1. Ed forms a separate syllable after d or t; as, 

twist, twisted; rest, rested; wed, wedded. 

Remark 2. — Ed is pronounced like t after the sounds of p, ch, 
k,f, s } sh, and x: as, stopped, watched, looked, laughed, kissed, 
coaxed. 

Remark 3. — The past tense and past participle of bend, blend \ 
build, gild, gird, lend, rend, send, spend, and wend have t instead 
ofd. 

Remark 4. — Have, hear, make, lay and say have had, heard, 
made, laid, and said for their past tense and past participle. 

Remark 5. — Bleed, breed, feed, lead, read and speed have bled, 
bred, fed, led, read and sped for their past tense and past participle. 
Shoe has shod and lie has lied. Tell and sell have told and sold 

Remark 6. — Learn, pen, spell and spill annex t for the past 
tense and past participle. 



LESSON 71. 
PERSON AND NUHBER OF VERBS. 

261. The verb has three persons and two numbers: 

Examples. 

Present Tense, 
singular. plural. 

1 st person: I am. We are. 

2d person: Thou art. You are. 

3d person: He is. They are. 



90 columbian language lessons. 

Past Tense. 

i st person: I was. We were. 

2d perso?i: Thou wast. You were. 

jd person: He was. They were. 

Remark 1. — The second person singular of the indefinite pres- 
ent and the indefinite past tense has t, st or est suffixed; as, Thou 
wilt; Thou wast; Thou drives t; Thou drovest; Thou mightest. 

Remark 2. — The third person singular of the present indefinite 
tense has s or es (in solemn discourse th or eth) suffixed; as, He 
writes; He watches; He hath; He speaketh. The forms ending in 
st or th are used in prayer, poetry, or in other solemn modes of 
speech. 



LESSON 72. 
262. Inflected forms of the regular verb to cry. 

PRESENT TENSE. PAST TENSE. PAST PARTICIPLE, 
cry cried cried 

Present Tense. 

SINGULAR. PLURAL. 

1 st person: I cry. We cry. 

2d person: Thou criest. Ye or you cry. 

^d person: He cries or crieth. They cry. 

Past Tense. 

1. I cried. 1. We cried. 

2. Thou criedest. 2. Ye or you cried. 

3. He cried. 3. They cried. 

Imperative, cry. Infinitive, to cry. 

PARTICIPLES. 
Present, crying. Past, cried. 






AUXILIARY VERBS. 9 1 

LESSON 73. 

263. Inflected forms of the irregular verb to take. 

PRESENT TENSE. PAST TENSE. PAST PARTICIPLE. 

take took taken 

PRESENT TENSE. 

i, I take. 1. We take. 

2. Thou takest. 1. Ye or you take. 

3. He takes or taketh. 3. They take. 

PAST TENSE. 

1. I took. 1. We took. 

2. Thou tookest. 2. Ye or you took. 

3. He took. 3. They took. 
Imperative, take. Infinitive, to take. 

PARTICIPLES. 

Present, taking. Past, taken. 

264. Write a summary of the inflected forums of add, 
read, learn, teach and study; use as a model 
the form given for cry. 

265. Write a summary of the inflected forms of blow, 
draw, begin, fight and sow, using as a model 
the forms given for take. 



LESSON 74. 
AUXILIARY VERBS. 

266. Auxiliary Verbs are verbs used to express the 
mode, time, and stage of an act or state. 



92 



COLUMBIAN LANGUAGE LESSONS. 



267. The principal auxiliary verbs are be, have, 
shall and will. Do, may, can, must, ought and 
go are also auxiliary verbs. 

268. Inflected forms of the auxiliary verb to be, 

PRESENT TENSE. PAST TENSE. PAST PARTICIPLE, 
am was been. 

Present Tense. 



SINGULAR. 


PLURAL. 


i. I am. 


1. We are. 


2. Thou art. 


2. Ye or you are. 


3. He is. 


3. They are. 




Past Tense. 


1. I was. 


1. We were. 


2. Thou wast. 


2. Ye or you were. 


3. He was. 


3. They were. 


269. Conditional 


Forms. 


Present Tense. 


1. If I be. 


1. If we be. 


2. If thou be. 


2. If ye or you be. 


3. If he be. 


3. If they be. 




Past Tense. 


1. If I were. 


1. If we were. 


2. If thou wert 


2. If ye or you were. 


3. If he were. 


3. If they were. 


Imperative, be. 


Infinitive, to be, 




Participles. 


Present, being. 


Past, been. 






INFLECTED FORMS OF HAVE. 93 

LESSON 75. 
270. INFLECTED FORMS OF HAVE. 

PRESENT TENSE. PAST TENSE. PAST PARTICIPLE, 
have had had 

PRESENT TENSE. 

i. 1 have. 1. We have. 

2. Thou hast. 2. Ye or you have. 

3. He has. 3. They have. 

PAST TENSE. 
i. I had. 1. We had. 

2. Thou hadst 2. Ye or you had. 

3. He had. 3. They had. 

Imperative, have. Infinitive, to have. 

PARTICIPLES. 
Present, having. Past, had. 



LESSON 76. 
271. INFLECTED FORMS OF SHALL AND WILL. 
PRESENT TENSE. 

1. I shall. 1. We shall. 

2. Thou shalt. 2. Ye or you shall. 

3. He shall. 3. They shall. 

PAST TENSE. 
i. I should. 1. We should. 

2. Thou shouldst. 2. Ye or you should. 

3. He should. 3. They should. 

Remark. — Shall and will are defective 'verbs,- that is, they lack 
some parts. 



94 COLUMBIAN LANGUAGE LESSONS. 

PRESENT TENSE. 

i. I will. i. We will. 

2. Thou wilt. 2. Ye or you will. 

3. He will. 3. They will. 

PAST TENSE. 
i. I would. 1. We would. 

2. Thou wouldest. 2. Ye or you would. 

3. He would. 3. They would. 



LESSON 77. 



272. INFLECTED FORHS OF DO, MAY AND CAN. 

TO DO. 



PRESENT TENSE. 


PAST TE]> 


ISE. 


PAST PARTICIPL 




do 


did 




done 






PRESENT 


TENSE. 


I. 


I do. 




1. 


We do. 


2. 


Thou dost or doest. 


2. 


Ye or you do. 


3- 


He does or 


doth. 


3- 


They do. 






PAST TENSE. 




1. 


I did. 




1. 


We did. 


2. 


Thou didst 




2. 


Ye or you did. 


3- 


He did. 




3- 


They did. 


Imperative, do 


# 


Infinitive, to do. 






PARTICIPLES 




Present, doing 






Past, done. 



AUXILIARY VERBS MAY AND CAN. 95 

MAY. 
PRESENT TENSE. 

1. I may. 1. We may. 

2. Thou mayest. 2. Ye or you may. 

3. He may 3. They may. 

PAST TENSE. 

1. I might. 1. We might. 

2. Thou mightest. 2. Ye or you might. 

3. He might. 3. They might. 

CAN. 
PRESENT TENSE. 

1. I can. 1. We can. 

2. Thou canst. 2. Ye or you can. 

3. He can. 3. They can. 

PAST TENSE. 

1. I could. 1. We could. 

2. Thou couldst. 2. Ye or you could. 

3. He could. 3. They could. 



LESSON 78. 
USES OF AUXILIARY VERBS SHALL AND WILL. 
273. Shall in the first person, and will in the second 
and the third persons, are used with the first form 
of the verb to declare the act or state expressed to 
be future. 

a. FUTURE TENSE OF take. 
SINGULAR. PLURAL. 

i st person-. I shall take. We shall take. 

2d person: Thou wilt take. You will take. 
jd person: He will take. They will take. 



96 COLUMBIAN LANGUAGE LESSONS. 

b. FUTURE TENSE OF cry. 

1. I shall cry. i. We shall cry. 

2. Thou wilt cry. 2 . You will cry. 

3. He will cry. 4. They will cry. 
Analysis. — / shall take. Shall 'is an auxiliary verb 

and is used to declare the act of taking to be future. 

274. Tell the tise of shall or will in the following 
sentences: 

1. We shall start on our journey to-morrow. 

2. My sister Edith will accompany us. 

3. She will join us at the station. 

275. Write the future tense of the verbs mean, sleep, 
bring 1 , arise, bear, begin. 



LESSON 79. 

USE OF THE AUXILIARY VERB HAVE. 

276. The auxiliary have and its inflected forms are 
joined to the past participle of verbs to show that 
an act or state is completed. The tenses thus 
formed are called perfect tenses. They are also 
called relative tenses, because they relate to 
present, past ox future time. 

Examples. 

PRESENT-PERFECT TENSE, 
i. I have taken. 1. We have taken. 

2. Thou hast taken. 2. You have taken. 

3. He has taken. 3. They have taken. 



USE OF THE AUXILIARY VERB HAVE. 97 

PAST-PERFECT TENSE. 
i. I had taken. 1. We had taken. 

2. Thou hadst taken. 2. You had taken. 

3. He had taken. 3. They had taken. 

FUTURE-PERFECT TENSE. 

1. I shall have taken. 1. We shall have taken. 

2. Thou wilt have taken. 2. You will have taken. 

3. He will have taken. 3. They will have taken. 
Analysis. — He has taken. Has is an auxiliary verb 

and shows that the act of taking was completed just 
prior to the time of speaking. 

Thou hadst taken. Hadst is an auxiliary verb and 
shows that the act of taking was completed prior to 
some specified past time. 

He will have taken. Will have are auxiliaries and 
show that the act of taking will be completed before 
some specified future time. 

277. Tell the use of have in the following sentences- 

1. The boy has a new book. 

2. He had lent it to a friend. 

3. I shall lend it to you, as soon as it shall have 

been returned. 

278. Write the perfect tenses of break, fly, fight, 
stand, sow, 

LESSON 80. 

USES OF THE AUXILIARY VERBS MAY AND CAN. 

279. The auxiliaries may, might, can, could, would, 
should and must are joined to the present form of 
the verb to show that the act or state expressed is 
probable, possible or necessary. 



98 COLUMBIAN LANGUAGE LESSONS. 

Examples. 

I, lie, we, you or they, may, can, might, could, 
would, should or must take. 

Remark 1. — When thou is used as the subject, the forms of 
these auxilaries are mayest, canst, mightest, couldsl, wouldst, 
shouldst. 

Remark 2. — These auxiliaries are signs of the potential mode. 

Analysis. — / could have taken the apples if I had 
wanted to do so. Could is an auxiliary verb and is 
used to express possibility in past time. Have is an 
auxiliary verb and is used to show that the act ex- 
pressed by the verb take was completed at the time of 
speaking. Could have taken expresses the possibility 
of the act of taking in past time. 

280. Tell the use of may, can, must, might, could, 
would, should in the following sentences: 

1. And what would the world be to us, 

If the children were no more ? 
We should dread the desert behind us 
Worse than the dark before. 

2. A dreary place would be this earth, 

Were there no little people in it; 
The song of life would lose its mirth 
Were there no children to begin it. 

281. Write the potential forms of kneel, catch, drive, 
break, come. 



STORY OF THK OPOSSUM. 

LESSON 81. 

STORY OF THE OPOSSUM. 



99 




282. Suggestive questions. 

1. Name this animal. 2. What kind of opossum 
is it? 3. How does it compare in size with 
that of a common house-mouse? 4. Where 
are these animals found? 5. Describe the 
head, tail and feet. 6. Write a full description. 
7. Like what three animals is the opossum? 

283. Write a composition about an Opossum. Make 
a sketch of the animal and attach it to your 
composition. 



IOO COLUMBIAN LANGUAGE LESSONS. 

LESSON 82. 

THE ADJECTIVE. 

Note To The Teacher. — 1. Take some object such as a piece of 
crayon and bring out its shape, color and consistency. The crayon 
is long, round, white, soft and brittle. 2. Show the difference 
between a quality and the thing to which it belongs. Thus: 
the quality is in the thing and is thought as one of its distinc- 
tions. 3. As some nouns denote things in an indefinite way, cer- 
tain words must be joined to them to show their application. 
Thus: man is a general term. To make it mean a particular per- 
son, some word, such as a, this, one, must be joiued to it. Words 
so used generally show which one or how many objects the noun 
denotes. Words joined to nouns to name qualities or tell which 
one or how many, are called adjectives. 

284. An Adjective is a word joined to a noun to 
point out or describe a person or thing. 

Examples. 

That horse. Ten cats. Good books. 

285, Select the adjectives from the following sentences: 

1. Is winter near, distant, present or past? 

2. George is anxious, quiet and stubborn. 

3/ Is Mabel healthy, sick, convalescent or dead ? 

4. Is Helen joyous, despondent, pleased or angry? 

5. Do the fields look barren, fresh, green or deso- 
late? 

6. Pero was a splendid, large Newfoundland dog, 
with a white spot under his neck. 

7. He had a beautiful head, and large brown eyes 
full of courage. 






LESSON ON AN APPLE. IOI 

8. Go away from the light, little miller. 

'Twill singe your beautiful wings; 
I know it is bright and a glorious sight; 

But it is n't quite right, little miller, 
To play with such dangerous things. 

286. Indicate the parts of speech by writing over 
the words n for noun, v for verb, and aij, for 
adjective. 

adj, adj. n, v. adj. adj. n. 

Model, — That little boy has five red apples. 



LESSON 83. 
LESSON ON AN APPLE. 



Note: To the Teacher. — Take an apple and use it as an object- 
lesson, using such questions and eliciting such answers as follow: 

What is the size of this apple? (Large, small?) 
What is its shape? {Round, oblong, flattened.) 
What is its consistency? (Hard, soft, mellow, 
smooth, rough}) 

What is its flavor? (Sweet, sour, bitter, insipid.) 
What is its color ? (Red, yellew, russet, green. ) 
How can you tell its size, color and shape? (Sight.) 
How can. you tell its consistency? (Touch.) How 
can you tell its flavor? (Taste.) Name other quali- 
ties of the apple. Compare different apples. What 
other objects are larger? — smaller? What other 
fruits have the same shapes? — consistency ?— color ? 
— size ? 



102 COLUMBIAN LANGUAGE LESSONS. 

287. Write a description of an apple. 
2 88. Develop such sentences as the following, and have 
pupils write them and mark the adjectives; 

1. Many large, red apples grew on a tall tree. 

2. Three pretty little girls were playing on a 
green lawn. 

3. The teacher gave valuable gifts to all diligent 
and obedient pupils. 

4. The morning was quiet, serene and bright. 

5. Ida was # peevish, impatient and revengeful. 

6. Gold is heavy and of a bright yellow color. 

7. Iron is hard, malleable and ductile. 

8. I saw a sly little squirrel with nimble feet. 

9. We should be as grateful and joyous as birds. 
10. A beautiful butterfly, careless and gay, is 

flitting from flower to flower. 



LESSON 84. 
KINDS OF ADJECTIVES. 

Note to the Teacher. — In the sentence, This is a good apple, 
this shows which apple is meant while good shows the quality of 
the apple. We thus find that there are two classes of adjectives 
one class being used to point out persons or things, while the 
other class names their qualities. These classes of adjectives are 
respectively called Qualifying Adjectives and Limiting Adjec= 
tives, 

289. A Qualifying* Adjective is a word used to de- 
scribe some person or thing. 
Examples. 
Sweet apples. Wise men. Old books. 



KINDS OF ADJECTIVES. IO3 

290. A Limiting' Adjective is a word used to point 
out some person or thing. 

Example. 

John is the first boy in this class. 

291. Select the adjectives from the following stanzas: 

1. That year in Killingworth the Autumn came 

Without the light of his majestic look, 
The wonder of the falling tongue of flame, 

The illuminated pages of Doomsday Book. 
A few lost leaves blushed crimson with their 
flame, [brook, 

And drowned themselves despairing in the 
While the wild wind went moaning every- 
where, 
Lamenting the dead children of the air. 

2. But the next spring a stranger sight was seen, 

A sight that never yet by bard was sung, 
As great a wonder as it would have been 

If some dumb animal had found a tongue! 
A wagon, overarched with evergreen, 

Upon whose bows were wicker-cages hung, 
All full of singing birds, came down the street, 
Filling the air with music wild and sweet. 

3. From all the country round these birds were 

brought 

By order of the town, with anxious quest, 
And loosened from their wicker prisons, sought 

In woods and fields the places they love best, 
Singing loud canticles, which many thought 

Were satires to the authorities addressed, 
While others listening in green lanes, averred 
Such lovely music never had been heard! 



104 COLUMBIAN LANGUAGE LESSONS. 

LESSON 85. 
ANALYSIS OF SENTENCES. 

292. Model of Analysis. 
Example. — That boy sold me ten large apples. 

That. The word that is joined to boy to point out 
a particular object: therefore it is an ad- 
jective. 

Boy. The word boy names an object: therefore it 
is a noun. 

Sold. The word sold tells what the boy does: there- 
fore it is a verb. 

Me. The word me represents the speaker without 

naming him: therefore it is a personal pro- 
noun. 

Ten. The word ten is joined to apples to show how 
many: therefore it is an adjective. 

Large. The word large is joined to apples to show 
their size: therefore it is an adjective. 

Apples. The word apples names objects: therefore it 
is a noun. 

293. Analyse the following sentences: 

1. The boy shot a rabbit. 

2. A thing of beauty is a joy forever. 

3. Each day has its own cares. 

4. The new hall has a richly gilded ceiling. 

5. Leave the lily pale and tinge the violet blue. 



THE ADVERB. IO5 

LESSON 86. 

THE ADVERB. 

Note; To Th£ Tkache:r. — 1. Bring out the circumstances of 
pi^ace in connection with acts, or states, such as here, there, 
hither, thither, somewhere, nowhere, forward, backward. 2. Bring 
out the circumstances of Time, such as now, then, before, after, 
always, ever, never. 3. Bring out the manner in which an object 
exists or acts, such as well, ill, cleverly, slowly, too, so, almost, 
likely. Words which express place, time or manner, are called 
adverbs. 

294. An Adverb is a word which expresses place, 
time or manner. 

Examples. 
He is here. He came yesterday. He studies diligently. 

295. Select the adverbs from the following sentences: 

1. George comes here daily. 

2. She will go elsewhere to-morrow. 

3. They were going back and forth all day. 

4. They called two days ago twice. 

5. John sometimes walks before dinner. 

6. Mary started early this morning. 

7. I know not which way he went. 

8. He lives somewhere in Texas. 

296. Analyse the following sentences and mark the 
parts of speech: 

1. The army fought bravely. 

2. The boatmen rowed heartily. 

3. The cars moved very rapidly. 

4. He is almost crazed with brief. 

5. It is so cold that I am almost frozen. 

adj. n. v. ad. ad. 

Model. — The clouds move quite slowly. 



106 COLUMBIAN LANGUAGE LESSONS. 

297. Model of Analysis. 

Example. — He went there reluctantly yesterday. 

There. The word there expresses place: there- 

fore it is an adverb. 

Reluctantly. The word reluctantly expresses manner: 
therefore it is an adverb. 

Yesterday. The word yesterday expresses time: 
therefore it is an adverb. 



LESSON 87. 

COMPARISON OF ADJECTIVES AND ADVERBS. 

Note; to the Teacher.— 1. Take two books of different sizes 
and let the children compare them. {This book is larger than that 
one, longer, thicker, heavier, better, dearer.) Bring out through 
objects the difference between thick and thin, wide and narrow, 
long and short, light and heavy, old and new, young and old. 

2. Take three books of different sizes and compare them. The 
one which is larger than either of the other two is the largest of 
the three. In the sentence, John is young, Geocge is younger than 
John, but Harry is the youngest boy in the class , we find that er 
and est are sometimes suffixed to descriptive words to express 
comparison. 

298. Comparison is that change of the form of an 
adjective or adverb which shows a higher or lower 
degree of quality or manner. 

Note to the Teacher. — Take the sentences John is a good 
boy, George is better than John, but Harry is the best boy in the 
class. The word good denotes the mere existence of the 
quality of goodness, and is said to be in the positive degree. 
The word better shows that the quality of goodness exists in 
a greater degree in one object than in another, and is said to be 



COMPARISON OF ADJECTIVES AND ADVERBS. IO7 

in the comparative degree. The word best shows that the quality 
of goodness exists in one object in a greater degree than in two or 
more other objects, and is said to be in the superlative degree. 

299. There are three degrees of comparison, viz., 
the Positive Degree, the Comparative Degree 
and the Superlative Degree. 

300. The Positive Degree of a word is its un- 
changed form. 

Examples- 
good bad little soon much pretty 

301. The Comparative Degree of an adjective or 
an adverb is the form which expresses more in- 
tensity in one quality or act than in another. 

Examples. 

better worse less sooner more prettier 

302. The Comparative Degree of a descriptive ad- 
jective is formed by suffixing r or er to the posi- 
tive form. 

Examples. 

wise, wiser. swift, swifter. nice, nicer. 

303. The Superlative Degree of an adjective or an 
adverb is the form which shows that the quality 
or manner in one object or act is more intense 
than in two or more others. 

Examples. 

best worst least soonest prettiest 



108 COLUMBIAN LANGUAGE LESSONS. 

304. The Superlative Degree of a descriptive ad- 
jective is formed by suffixing st or est to the 
positive form. 

Examples. 

wise, wisest, swift, swiftest, nice, nicest. 

305. Teach the use of the following words: 
big, bigger, biggest. l° n g) longer, longest, 
busy, busier, busiest. many, more, most, 
cold, colder, coldest. noble, nobler, noblest; 
dreary, drearier, dreariest, old, older, oldest, 
full, fuller, fullest. soft, softer, softest, 
great, greater, greatest. strange, stranger, strangest, 
heavy, heavier, heaviest, sharp, sharper, sharpest, 
hard, harder, hardest. safe, safer, safest. 

wise, wiser, wisest. 



LESSON 88. 
IRREGULAR ADJECTIVES AND ADVERBS. 

Note to the Teacher. — In the sentences, Helen is pious, 
Jane is more pious, but Agnes is the most pious of the three girls, 
comparison is expressed by more and most, because it does not 
sound well to say "piouser," il piousest." In the sentence, This 
is the most delightful landscape, "delightfulest" would not sound 
well, and most delightful is used. Hence, only monsyllabic, or 
dissyllabic adjectives whose last syllable begins with a consonant, 
are compared by suffixing er and est. 

306. Rule for forming the Comparative and Superla- 
tive of Adjectives. — -Suffix r or er for the com- 
parative and st or est for the superlative to 
monosyllabic adjectives, and also to dissyllabic 
adjectives whose final syllable begins with a con- 
sonant. 



, 



IRREGULAR ADJECTIVES AND ADVERBS. IO9 



pure 
holy 



Examples. 

purer 
holier 



purest 
holiest 



307. Form the Comparative and Superlative of the 
following adjectives: 



active 

able 

beautiful 

bright 

calm 



delightful 

diligent 

excellent 



green 
good 

308. Irregular Adjectives. 



large 

little 

lovely 

much 

new 



old 

pious 

serene 

warm 

wise 



Superlative. 

worst 

farthest 

best 

latest or last 

least 

most 

nearest or next 



Positive. Comparative. 

bad worse 

far farther 

good better 

late later or latter 

little lesser or less 

many more 

near nearer 

309. Irregular Adverbs. 

ill worse worst 

little less least 

much more most 

well better best 

310. Other adjectives and adverbs are compared by 
placing more or less before them for the com- 
parative and most or least for the superlative. 

Examples. 

rapid more rapid most rapid 

rapidly more rapidly most rapidly 

piously less piously least piously 



no 



COLUMBIAN LANGUAGE LESSONS. 






Remark. — Fast, faster, fastest; long, longer, longest; soon, 
sooner, soonest, are the only adverbs which are regularly com- 
pared. 

311. Tell the degree of comparison of the following 
words: 

braver greener more plentiful 

brackish just somewhat scarce 

eldest less very wise 

orange next youthful 

312. Teach the use of the following words: 



bad 


worse 


worst 


good 
few 


better 
fewer 


best 
fewest 


happy 
lazy 


happier 
lazier 


happiest 
laziest 


nice 


nicer 


nicest 


ripe 
rough 
slight 
swift 


riper 
rougher 
slighter 
swifter 


ripest 
roughest 
slightest 
swiftest 


young 


younger 


youngest 



313. Form adverbs by suffixing ly to the positive 
form of some adjectives in (J12) and compare them. 

Examples. 
happy happily more happily 

Remark. — Change y to i before suffixing ly. 

314. Select the ADJECTIVES and ADVERBS from the 
following stanza: 

My heart leaps up when I behold 

A rainbow in the sky: 
So was it when my life began; 
So is it now I am a man; 
So let it be when I grow old, 

Or let me die! 



THE PREPOSITION. Ill 

LESSON 89. 
THE PREPOSITION. 

Note to the Teacher. — Place a book on the table, under the 
table, above the table, behind the table, before the table, and let pu- 
pils realize the relations expressed by the prepositions on, under, 
above, behind, before. Let some pupil go to the door, into the hall, 
across the room, and show the relation of door, hall and room to 
the act of going. Bring out the fact that certain words, such as 
by, in, at, on or with, show the relation of an object to the object, 
action or state denoted by some other word. As these words are 
placed before nouns or pronouns, they are called prepositions. 

315. A Preposition is a word which shows the rela- 
tion of one person or thing to another, or to some 
action or state. 

Examples. 

1. After dinner he sat by the stove at home. 

2. John went down the hi\\ for a drink from the spring. 

3. An old man sat on a log in front of the house. 

316. Select the prepositions from the following sen- 
tences^ and point out the words between which they 
show a relation: 

i. They went to the city in the cars. 

2. John walked along the road toward the city. 

3. The bridge extends from the shore to the island. 

4. Go into the garden and sit under the tree. 

5. The child strayed into the yard and fell into the 
well. 

6. The boys ran over the hill, past the house and 
round the barn. 

7. He walked with his friends through the woods till 
they came to the river. 



112 COLUMBIAN LANGUAGE LESSONS. 

8. The man went tip the ladder groaning nnder his 
burden. 

317. Analyze and mark the sentences in (316.) 

318. In marking phrases a preposition and its object 

are united. Thus: At home. 

o 

Model. — They went to the city in the cars. 
— ^- = v A o vr-A o 

319. Model of Analysis, 

To. The word to shows the relation of its object city 
to the action we7tt: therefore it is a preposition. 

In. The word in shows the relation of cars to the 
action went: therefore it is a preposition. 



LESSON 90. 
THE CONJUNCTION. 

NoTK To THE Teacher. — Bring out the fact that in such sen- 
tences as John and Mary write, Mary plays and sings, He is a wise 
and good man, the word and always connects words which have a 
common relation to some other word. John, Mary are subjects of 
write; plays, sings have Mary for their subject, while wise, good 
both modify man. The word and is a conjunction. 

320. A Conjunction is a word which connects other 
words having a common relation. 

Examples. 
John and Mary read. The rose is large and 
beautiful. He and I study grammar and 
geography. He is on the porch or in the 
library. John is slow but sure. 



THE CONJUNCTION. II3 

321. List of Conjunctions, 

and if since therefore 

because lest that wherefore 

but nor than whether 

for or though 

322. Select the conjunctions from the following sen- 
tences and tell what words they connect: 

1. Though I hastened, I could not overtake him. 

2. Speak neither well nor ill of an enemy. 

3. L,et him that standeth take heed lest he fall. 

4. John is much older than George. 

5. He is afraid, because he is guilty. 

6. There stand Tom and his brother. 

7. You will lose much more than I. 

8. They know how to write as well as he. 

9. Who is to be promoted ? Neither he nor she. 
10. We shall soon be as poor as they. 

323. In the analysis a ^ v~ ' written beneath a word 
indicates that the word is a conjunction. 

Model, — Mary and George sing and play. 

324. Than is used to connect two words in the same 
relation when a comparison of two objects is made. 

Example. 

John is older, but not wiser than George. 

325. Have pupils write sentences using bluer, broader, 
lighter, paler, darker, higher, taller, later, lovelier. 

Model, — Helen is taller than Mary. 



114 COLUMBIAN LANGUAGE LESSONS. 

LESSON 91. 
THE INTERJECTION. 

Note To The Teacher. — Show that certain words are thrown 
between other words to express emotion or passion; as, The doy, 
oh! where was he? Such words are called interjections. 

326. An Interjection is a word used to express 
sudden feeling. 

Examples. 

oh! alas! hurrah! bravo! 

327. Partial List of Interjections. 

behold! ho! welcome! good-bye! 

hark! away! hail! aha! 

hist! begone! ah! bravo! 

hush! fudge! alas! hurrah! 

list! fie! oh! huzza! 

lo! pshaw! alack! indeed! 

see! tush! adieu! strange! 

hello! O (John)! farewell! what! 

328. Select the interjections from the following sen- 
tences: 

1. Hush! hush! the preacher preacheth. 

2. "Wo! to the oppressor, wo!" 

3. Hail! Memory, hail! in thine exhaustless mine! 

4. Oh! where shall rest be found ? 

5. Alas! how swift the moments fly! 

6. "Ah! sir," said he, u my feet will wag no 

more." 

7. Alas! I've roared as long as lungs could roar. 

8. Ah! few shall part where many meet. 

9. Farewell! happy fields, where joy forever 

reigns. 
10. Hail! horrors, hail! 



STORY OF THE HERMIT CRAB. 115 

LESSON 92. 

STORY OF THE HERMIT CRAB. 




329. Suggestive Questions. 

1. Find out what you can about the Hermit Crab. 

2. Tell how he lives in shells and changes his 
abode as he grows larger. 

3. Read Holmes' Chambered Nautilus. 

4. Why does a shell held to the ear resound with 
the roaring of the sea? 

330. Write a composition about the Hermit Crab. 



Il6 COLUMBIAN LANGUAGE LESSONS. 

LESSON 93. 
SYNTAX OF THE SUBJECT AND THE VERB. 

Note to the Teacher. — The words A, America, soldier, fight, 
brave, make no sense; but if we make changes in their form and 
then unite them we obtain such sentences as An American soldier 
fights bravely, or American soldiers fight bravely. Again, the 
words John, book, be, tear, maybe changed in form and united so 
as to make the sentences John's book is torn, or John's books are 
torn. Further, the words this, man, tell, I, story, when their 
forms are changed, give the sentence: These men told me sto- 
ries. The changing of the form of a word is called inflection 
and the choice of forms and the union of words in making sen- 
tences is called syntax. Heretofore we have learned the inflection 
of words: we shall now develop and apply the rules which are to 
guide us in the selection and use of proper forms. 

Remark. — By using crayons of two colors the changes in words 
necessary to construct sentences may be clearly shown. Thus: 

An American soldier fights. John's book is torn. These men 
told me stories. 

331. Grammar teaches the form to be given to words 
when used in sentences. 

332. Syntax treats of the construction of sentences. 

Note to the Teacher. — In the sentence He reads, the word 
he is the subject of the verb reads and is in the nominative case. 
He is in the third person singular number and requires the verb 
reads to be of the same person and number. This relation of the 
subject to the verb is a law of speech and is expressed in the fol- 
lowing rules: 

333. Rule I. The subject of a verb takes the nomi- 
native form. 

334. Rule II, The verb takes the number and per- 
son of its subject. 



SYNTAX OF THE SUBJECT AND THE VERB. 117 

NoTE TO The Teacher. — Technical Grammar develops the 
laws of speech and has practical uses as well. Language lessons 
dissociated from the parsing of words and the analysis of sentences 
are inadequate. The principles of language need to be elaborated 
and applied and the process by which this is done is called pars= 
ing. 

335. Parsing* is the act of giving the parts of speech 
and the inflection, form and relation of words. 

336. Formulas for parsing* the subject and verb. 

Subject. Verb. 

1. Part of speech. 1. Kind of verb. 

2. Declension. 2. Principal parts. 

3. Person, number and gender. 3. Voice, if transitive. 

4. Relation and case. 4. Mode, tense andform. 

5. Rule I. 5. Person and number. 

6. Rule II. 
337. Models of parsing". 
Example. — Winds blow. 

The word winds is a noun; declined, sing, nom., 
wind, poss., wind's, obj., wind; plural nom. winds, 
poss., winds', obj., winds; of the third person, 
plural number, neuter gender; it is used as the sub- 
ject of the verb blow and hence has its nominative 
form, according to Rule L: The subject of a verb takes 
the nominative form. 

The word blozv is an intransitive verb; principal 
parts, pres., blow, past, blew, past participle, blown-, 
of the active voice, indicative mode, present tense, 
indefinite form: it is of the third person plural num- 
ber to agree with its subject winds, according to Rule 
II.: The verb takes the number a?id person of its sub- 
ject. 



Il8 COLUMBIAN LANGUAGE LESSONS. 

338. Parse the subjects and verbs in the following 
sentences and mark each word: 

1. He was seated. 6. She was alarmed. 

2. A petition was brought. 7. The tears had started. 

3. It should be read. 8. The order was obeyed. 

4. The King had returned. 9. I am told. 

5. The soldier could not read. 10. She would be obeyed. 
Example. — He was seated. 



LESSON 94. 

OBJECT OF THE VERB. 

NoT£ To Thk Teacher.— In Lessons 14 and 17 we developed 
the objective element, direct and indirect. As a noun or a pro- 
noun used as an objective element invariably takes the objective 
form, the following rule expresses this law of speech: 

339. Rule III. The object of a verb takes the object- 
ive form. 

340. Model of parsing the object of a verb. 

Example. — Night has overtaken me. 
The word me is a personal pronoun, declined,sing. , 
nom. /, poss., my, obj., me\ plural, nom. we, poss., our, 
obj., us. It is of the first person, singular number, 
common gender; it is used as the object of the verb 
has overtaken and therefore takes the objective form, 
according to Rule III.: The object of a verb takes the 
objective form. 

341. Parsd the objects in the following sentences: 

1. The sun had dazzled his eyes. 

2. The writer told her story. 

3. I approached the dwelling. 

4. I entered a large room. 

5. The impatient boy struck the pony. 



PREPOSITIONS WITH OBJECTS. — PHRASES. 119 

LESSON 95. 

PREPOSITIONS WITH OBJECTS —PHRASES. 

Note to the Teacher. — The expression a man of straw is 
equivalent to a straw man, so that the words of straw become the 
sign of a single idea descriptive of the object man. The expres- 
sions at Chicago, in a week, by a friend, express place, time, man- 
ner, and are adverbial in character. In sentences like He gate the 
book to him— He gave him the book, the words to him denote the 
indirect object. Whenever a preposition and its complemental 
words is used to denote a single idea, the words constitute a 
phrase, adjective, objective or adverbial according to the ideas 
expressed respectively. The preposition shows the relation of its 
object to some act, state or other object, and the word represent- 
ing the object of the preposition always takes the objective form. 
These laws of speech are expressed in the following rules: 

342. Rule IV. A preposition shows the relatio7i of 
its object to some action, state or other object. 

343. Rule V. A noun or a pronoun used as the ob- 
ject of a preposition takes the objective form. 

344. Models of analysis and parsing 1 . 

Example. — Every sentence was uttered with 

a * - c ■ • v— • 

monotony of voice. 

O A O 

The word with is a preposition and shows the rela- 
tion of monotony to uttered, according to Rule IV. : 
A preposition shows the relation of its object to some ac- 
tion, state or other object. 

The word monotony is a noun, declined, sing., 
nom. and objective, monotony \ it has no possessive or 
plural, but takes the objective form, according to 
Rule V. : A noun or a pronoun used as the object of a 
prepositio7i takes the objective form. 



120 COLUMBIAN LANGUAGE LESSONS. 

The word of is a preposition and shows the relation 
of voice to monotony, according to Rule IV. {Repeat 
Ride IV.) 

The word voice is a noun, declined, nominative and 
obj. sing., voice, plural, voices. It is not used in the 
possessive case. {Rule V.) 

345. Have pupils parse the prepositions and their ob- 
jects in the following sentences: 

i. The wagon was driven into the yard before 
the house. 

2. The whip was brought down upon him with 

an impatient hand. 

3. The strokes were dealt to the number of six. 

4. The boy struck the pony on the side of the 

head. 

5. We can find a place for him in our store. 

346. Have pupils write the following sentence upon 

the blackboard, and parse the six marked 
zvords: 

12 3 4 4 

He has a genius for combining pleasure with 
5 
business. 
Remark. — The figures written over the words in the foregoing 
sentence indicate the rule under which they are parsed. 



LESSON 96. 

USE OF POSSESSIVE FORHS. 

Note To the Teacher.— We say the horse's legs, but the legs 
of the table; the man's arms but the limbs of the tree, the sun's 
rays but the light of a lamp, showing clearly that only the names 



USE OF POSSESSIVE FORMS. 121 

of persons, of some animals and of natural objects manifesting 
power, have a possessive form. In other cases the word of is used 
to show that some part belongs to a certain thing. Such expres- 
sions as Children's shoes, ladies' gloves=shoes suitable for chil- 
dren, gloves fit to be worn by ladies, show that 's and ' denote 
fitness. Hence the law of speech is that ownership, origin and 
fitness are expressed by the possessive form. 

347. Rule VI. — A noun or a pronoun denoting owner- 
ship, origin or fitness takes the possessive form. 

Remark. — It should be remembered that when a common 
noun ends in the sound of S, an apostrophe (') only is suffixed; as r 
For conscience:' sake! 

Caution. — Do not place an apostrophe (') before s 
in the possessive forms oxers, yours, its, hers, theirs, 
and whose. It ^ s is a contraction for it is. 

348. A noun is made to express ownership, origin or 
fitness by suffixing 's or \ 

Examples. 

Old Kaspar's work was done. 
a a c = 



The sun's rays shone upon him. 

A A ' = V 2 O 

The merchant sells men' s shoes and children's clothing. 
a = a o — ^ — a o 

349. Model of Parsing*. 

Example. — He sells boys' clothing. 

— = a o 

Boys' is a noun. Declined: sing., nom., boy, poss. ? 
boy^ s, obj. boy, plural, nom., boys, poss., boys\ obj., 
boys. It is used in the sentence to denote fitness, 
and therefore takes the possessive form, according to 
Rule VI. {Repeat Rule VI.) 



122 COLUMBIAN LANGUAGE LESSONS. 

350. Have pupils parse the possessive zVz each of the 
following sentences: 

1. The man quickened his steed's pace. 

2. What could that evening's bliss enhance? 

3. My father's house was burnt. 

4. Ben Adhem's name led all the rest. 

5. The lilac's cleaving cones have burst. 



LESSON 97. 

THE USE OF ADJECTIVES. 

Note to the Teacher. — In such expressions as this book, these 
books, that tree, those trees, one horse, two horses, the form of the 
adjective corresponds with the form of the noun. In the sentence 
The first two members of the class are girls, the word first is 
applied to groups, so we say the first three, the last three, putting 
the ordinal number before the cardinal. In the sentence, Bring 
a fresh pitcher of water, if we mean that the water, not the pitcher, 
is to be fresh, the sentence should read, Bring a pitcher of fresh 
water. The law of speech is to place the adjective next to the 
name of the object or group of objects pointed out or described. 
This law of speech is expressed in Rule VII. 

351. Rule VII. — The adjective should be placed next 
to the name of the person or thing pointed out or 
described. 

352. Models of Parsing*. 
Example. 

A silly crotchet had entered his stubborn brain, 
a a = == a a o 

The adjective silly describes the thing crotchet 
and should be placed next to it, according to 
Rule VII. {Repeat the Rule. ) 



THE USE OE ADJECTIVES. 123 

The adjective stubborn describes the thing brain, 
and should be placed next to it. {Rule VII.) 

Example. 

The first three men are much taller than the others. 
The adjective first points out a group and is 

placed next to the words denoting the group. 

{Rule VII.) 

353. Have pupils parse the adjectives in the follozving 
sentences: 

1. The floweret watched the narrow sky. 

2. The bonny bell held a tiny star. 

3. Many beautiful flowers bloom at this season. 

4. That soft hand was laid upon the pony's neck. 

5. She was a sweet little girl with fine blue eyes. 

6. He is ten years older than I. 

7. George is the tallest boy in the class. 

8. Bring me the first two books from the second 
shelf. 

9. The last two sentences contain comparatives. 

10. Sing the first four stanzas of the hymn. 

11. Then sing for the Oak-Tree, 

The monarch of the wood; 
Sing for the Oak-Tree, 

That groweth green and good; 
That groweth broad and branching 

Within the forest shade; 
That groweth now, and yet shall grow 

When we are lowly laid! 



124 COLUMBIAN LANGUAGE LESSONS. 

LESSON 98. 
THE USE OF ADVERBS. 

Note: to the Teacher. — In the sentence, John went home 
quickly to-day \ the word home shows where, quickly shows how, 
and to-day shows when John went, and hence limit the act of going 
to some particular place , time and manner. In the sentence, That 
child is very beautiful, the word very expresses a degree of beauty 
and limits the word beautiful. In the sentence, Charles acted very 
quickly, the word very shows the degree of quickness with which 
Charles acts. Words which express degree are adverbs and limit 
adjectives and adverbs. Rule VIII expresses this law of the use 
of adverbs. 

354. Rule VIII. — Adverbs are used to limit verbs, 
adjectives, and other adverbs. 

355. Model of Parsing. 
Example. — The king had just returned. 

Just is an adverb of time, and limits returned, 
according to Rule VIII. {Repeat Rule VIII.) 
356. Have pupils parse the adverbs in the following 
seiitences: 

1. He did not articulate distinctly. 

2. u Stop!" said the King impatiently. 

3. He was not greatly confused. 

4. She was somewhat alarmed. 

5. Slowly the gate swung on its wooden hinges. 

6. The cat lies quietly on the old rug. 

7. I have already laid the case before my father. 

8. The letter is not quite finished. 

9. I havn't heard from home for a long time. 

10. The school was not dismissed early any day this 
week. 



USE OK CONJUNCTIONS. 1 25 

LESSON 99. 
USE OF CONJUNCTIONS. 

Note; to the Teacher. — Take the sentences, Henry and George 
can study hard and play well. John and Mary go, but neither 
their brothers nor Henry goes with them. In the first sentence 
and connects the nouns Henry and George, and the verbs study 
and play , words which have a common relation. In the second 
sentence and connects the nouns John and Mary, both of which 
are subjects of the verb go. But connects the words following it 
with those which precede, and neither — nor, connect brothers and 
Henry. Therefore — 

357. Rule IX. — A conjunction connects words having 
a common relation. 

Note to the Teacher. — In the above sentence, go takes the 
plural form, because it has two subjects. Goes takes the singular 
form, because the subjects brothers and Henry are connected by 
nor and Henry is nearest to goes. Therefore — 

358. Rule X, — If there are two or more distinct sub- 
jects connected by and, the verb takes the plural 
form; but (2) if the subjects are connected by or, 

nor, or but, the verb takes the number of the sub- 
ject nearest to it. 

359. Models of Parsing-. 

Example.— She and I are going to-day, but neither 
your friends nor he is going until Tuesday. 

Are going is a verb, conjugated, sing. 1st person, 
/ am going, 2nd person, thou art going, 3rd person, 
he is going; plural, 1st person, we (she and I) are 
going, &c. Are going is in the first person, plural 
number, to agree with she and I, according to Rule 
X, 1. [Repeat Rule X, /.) 



126 COLUMBIAN LANGUAGE LESSONS. 

Is going agrees with he according to Rule X, 2. 
(Repeat Rule X, 2.) 

360. Have pupils parse the verbs in the following 
sentences: 

1. George or his brothers are coming. 

2. Not he but thou art welcome. 

3. Neither he nor I am sick. 

4. Either your brothers or George is coming. 

5. She and I are studying. 



LESSON 100. 

PRONOUNS AS PREDICATES. 

Note To The Teacher. — In the examples, It is I, / am he, 
It is you, it will be noticed that when a pronoun is used as a pre- 
dicate, it always takes the nominative form. Therefore — 

361. Rule XL — A pronoun used as a predicate takes 
the nominative form. 

362. Models of Parsing*. 
Example. — It was she that did it. 

She is used as the predicate, and therefore takes the 
nominative form, according to Rule XL (Repeat 
Rule XI) 
363. Let the pupils parse the predicate pronouns in 

the following sentences: 
1. Fear not; it is I. 2. I am He that liveth. 

3. It was we that saw it. 4. It was they that said so. 
5. He is as old as I. 6. She is as good as he. 

7. It was you and she that laughed. 

8. She is stronger than I. 

9. I am ten years older than she. 
10. John writes better than Jane. 



. 



PRONOUNS AND ANTECEDENTS. 127 

LESSON 101. 

PRONOUNS AGREEING WITH ANTECEDENTS. 

Note to the Teacher. — In the sentence John cut his finger, 
the word John is the antecedent of his; and, since both words 
represent the same object, the words John and his take the same 
person, number and gender. In the sentence, The maid wears on 
her heart a bud whose depths are all perfume, the word maid is 
the antecedent of her and whose; and, since the words maid, her 
and whose represent the same object, these words take the same 
person, number and ge?ider. In the sentence, Harry and Amy 
study their lessons, the words Harry and Amy, taken together, 
are the antecedents of the word their\ and, since their stands for 
two objects of different sexes, it is plural in form and is of the 
common gender. Rule XII. expresses the law of speech that pro- 
nouns take the person, number and gender of their antecedents 
taken together. 

364. Rule XII.— Pronouns agree with their antece- 
dents in person, number and gender. 

365. Models of Parsing*, 

Example 1, — The hen has made her nest. 

The word her is a personal pronoun, declined, 
sing, nom,, she, poss., her, obj., her. It is of the third 
person, singular number, feminine gender, to agree 
with its antecedent hen, according to Rule XII. — 
Pronouns agree with their antecedents in person, num- 
ber and gender. 
Example 2. — The hunter whom you saw, shot a deer. 

The word whom is a relative pronoun, declined, 
sing, and plur. nom., who, poss., whose, obj., whom. 
It is of the third person, singular number, masculine 
gender, to agree with its antecedent hunter, according 
to Rule XII. {Repeat Rule XII.) 



128 COLUMBIAN LANGUAGE LESSONS. 

Remark. — Since the case of a word depends upon its relation 
to other words in the sentence, the case is parsed by one of the 
preceding Rules 

366. Diagram the following sentences and parse the 
pronouns: 

1. My father sent my sister to me. 

2. This is the rat that ate the malt. 

3. The machine that was broken, is mended. 

4. The gardener whom we employ, is honest. 

5. Is this a dagger which I see before me? 

6. The boy whose arm was broken, is well. 

7. Jane and her sister sold their house. 

8. The house at which John boarded, was burnt. 

9. The man on whom he depended, failed. 
10. The path by which we went, was crooked. 



LESSON 102. 

USES OF WORDS SUMMARIZED. 

367. Nouns and pronouns are used — 

1. As subjects — 

a. John runs; Trees grow; Fire burns. 

b. He falls; She sings; It rains. 

2. As objects — 

a. James plays ball; George studies gram- 

mar. 

b. Albert struck him; I saw them. 

3. As predicates — 

a. Horses are animals; Venus is a planet. 

b. It is I; I am He; It was we. 



WORDS MODIFIED. 1 29 

368. Nouns are modified — 

1. By Adjectives — 

a. This tree grows; Those books are fine. 

b. Diligent pupils improve; He has good 

lessons. 

2. By Possessives — 

a. John's hand trembles, b. My tooth aches. 

3. By Appositives — 

a. Frank the miller grinds corn. 

b. I saw Brooks the hatter. 

369. Verbs are modified — 

1. By Nouns or Pronouns used as objects — 

a. I gave him the book. 

b. The boy cut his finger. 

c. " She dying gave it me." 

2. By Adverbs — 

a. He comes now. b. Paul went there. 
c. John writes well. d. Why did he not go? 

3. By nouns denoting quantity — 

a. The boy went home. 

b. Wheat is worth a dollar a bushel. 

c. The child is three years old. 

d. The cars go forty miles an hour. 

e. He will leave to-morrow; — to-day. 

370. Adjectives and adverbs are modified by ad- 
verbs of degree — 

a. This apple is not quite ripe. 

b. The man is too old to learn. 

c. His answer was not very satisfactory. 



i3° 



COLUMBIAN LANGUAGE LESSONS. 

LESSON 103. 

GOING A=FISHING. 




371. Suggestive Questions. 

1. Name these children. 2. Tell what happened 
to them. 3. Do children like to fish? 4. Tell 
of some fishing excursion upon which you have 
gone. 5. Tell some amusing incident that 
happened. 

372. Write a composition about u Going a- Fishing " 



CORRECTING PLURAL FORMS. 131 

LESSON 104. 
CORRECTING PLURAL FOR/VIS. 

NoTE To The Teacher.— The following lessons (104 to 115) 
contain examples of some common mistakes in grammar. Such 
errors as are commonly made by pupils can be noted and, at some 
proper time, corrected. 

373. Correct the misspelt plurals in the following 
sentences, applying the rules given in Lesson 33. 

1. He must account for all monies received. 

2. Use two spoonsful of sugar and two handsful of 
flour. 

3. He sold his geographys and bought monkies. 

4. All women are not ladys. 

5. I met two Germen and three Frenchmans. 

6. I have a Webster and a Worcester's dic- 
tionary. 

7. Each pod contains five pease. 

8. The drover sold five hundred swine. 

9. The rooves of the houses are covered with snow. 
10. He has two brother-in-laws. 

374. Model, — The word money is pluralized by 
suffixing s, because the final y is preceded by the 
vowel e. Monies should be moneys. 



LESSON 105. 
CORRECTING THE FORMS OF THE SUBJECT AND VERB. 

375. Correct the case and order of the subjects and 
the form of the verbs in the following sentences : 
1. Me and him is going to school. 



132 COLUMBIAN LANGUAGE LESSONS. 

2. John and me is friends. 

3. George come yesterday. 

4. Whom do you think is coming? 

5. The prices of sugar is advanced. 

6. A large number of men was present. 

7. Three-fourths of twenty is fifteen. 

8. One-fourth of twelve are three. 

9. Me and William played ball. 
10. She is much stronger than me. 

376. Model. — Me and him is should be He and I are. 



LESSON 106. 
CORRECTING WORDS USED AS OBJECTS. 

377. Correct the wrong order and the wrong form of 
words in the following sentences: {See Rules III 
and IV.) 

1. Who did she write to? 

2. He divided the apple between you and I. 

3. One don't know who to trust. 

4. Who is he looking for? 

5. Divide the oranges among the two boys. 

6. Who did that book come from ? 

7. She is not so learned as them. 

8. Neither him or her is to be promoted. 

9. Who did you laugh at? 

10. This secret is between she and I. 

378. Model.— Who did she write to ? Should read : 
To whom did she write ? 



POSSESSIVE FORMS. 1 33 

LESSON 107. 
POSSESSIVE FORMS. 

379. Use proper possessives in the following sentences: 
(See Rule V. and L,esson 38.) 

1. The boys storys was not believed. 

2. My slate is larger than your's. 

3. He sent his sons to a boy's school. 

4. They bought a hog's- head of sugar. 

5. It was John not Mary*s pen. 

6. That ball is not your's. 

7. Your horses are not as strong as ourn. 

8. That kite aint hissen. 

380. Model. Boys storys was should be boy } s stories 
were. 



LESSON 108. 
THE CORRECT FORM AND ORDER OF WORDS. 

381. Select the proper word and place the words in 
proper order : (See Rule VI.) 

1. Bring a fresh pitcher of water. 

2. Choose the least of two evils. 

3. I never heard a more truer saying. 

4. Sing the three first stanzas. 

5. He walked a half a mile. 

6. Use the gargle every half an hour. 

7. Neither of the six men were identified. 

382. Model. — Fresh water, not a fresh pitcher. 



134 COLUMBIAN LANGUAGE LESSONS. 

LESSON 109. 
ADJECTIVES INCORRECTLY USED. 

383. Change adjectives to adverbs and adverbs to 
adjectives in the following sentences: (See Rule 
VII.) 

1. The speaker was exceeding prosy. 

2. He was scarce sensible of it. 

3. He won't give me no satisfaction. 

4. You did splendid last recitation. 

5. Speak slow and distinct. 

6. The house is without no furniture. 

7. I cannot by no means allow it. 

8. I will not send you no help. 

9. No change of fortune never disturbed him. 
10. I cannot read no more. 

Remark. — The manner of an act is expressed by an adverb, 
not by an adjective. 



LESSON 110. 

COMPOUND SUBJECTS. 

384. Make the verb agree with the compound subject: 
(Rules IX and X.) 

1. Time and tide waits for no man. 

2. Has the horses or the cattle been found ? 

3. Patience and diligence removes mountains. 

4. Neither the horse or the wagon are worth 
much. 

5. Poverty and misfortune has been his lot. 

6. Life and death is in the king's power. 

7. Near the fire was the table and the chair. 

8. Tompkins and he goes together. 

9. Grant and ~L,e€ was two great generals. 

10. There was considerable noise and confusion. 



PREDICATE PRONOUNS. 135 

LESSON 111. 

PREDICATE PRONOUNS. 

385. Correct the case of the pronouns in these sen- 
tences: (See Rule X.) 

1. It was her and him that you saw. 

2. It is not him nor me that play truant. 

3. If I were him I would go. 

4. Do you know whom they are ? 

5. There is a man and a boy in the parlor. 

6. It was me who wrote the letter. 

7. I would not do that if I were him. 

8. Art thou him that should come ? 

9. I am certain that it was not him. 
10. Whom do men say that I am? 



LESSON 112. 
CORRECT FORM OF VERBS. 

386. Use the correct form of the verb in the following: 

1. John done it, for I seen him do it. 

2. The cars run off the track yesterday. 

3. I should be sorry if you would be sick. 

4. He said there was no God. 

5. If I was you I would not go. 

6. I am tired, so I shall lay down. 

7. Let us lay under this tree. 

8. The window was broke by a stone. 

9. The trees were shook by the wind. 
10. Mr. Harris has came. 



136 COLUMBIAN LANGUAGE LESSONS. 

LESSON 113. 
USE OF THE PROPER AUXILIARY. 

387. Use the proper aicxiliary in the following: 

1. I will be drowned; nobody shall help me. 

2. Will we hear a good lecture ? 

3. I hope I will see him. 

4. The clock don't tick. 

5. It ain't no use to try. 

6. I didn't know that he had went. 

7. The Lord hath given and the Lord hath taken 
away. 

8. He studies that he might learn German. 

9. I would not be surprised to see him. 
10. He said, " Can I go out? " 



LESSON 114. 
WRONG INFINITIVES USED. 

388. Use the correct forms of the verb: 

1. He intended to have gone home. 

2. I expected to have met you yesterday. 

3. I recollect seeing him in Boston. 

4. I intended to have written to-morrow. 

5. He was anxious to have done it. 

6. You promised that you should visit me. 



WRONG WORDS CHOSEN. 1 37 

7. I will receive a letter when the postman will 
come. 

8. How often will I see him ? 

9. I was afraid I would lose the money. 

10. The pupil said to the teacher: Can I go ? 

11. He always was and now is a sober man. 

12. Ye will not come unto me that ye might have 
life. 

13. He said that air had weight. 

14. I have saw an old friend to-day. 

15. He was so sick that he laid down. 



LESSON 115. 

WRONG WORDS CHOSEN. 

389. Use the correct word or form of the ivord in the 
following: 

1. It was old dog Tray who was killed. 

2. They who study, will learn. 

3. If thou returnest in peace, the Lord has not 
spoken by me. 

4. Boys are a nuisance. 

5. He was retired from active service. 

6. A stream runs between the stone and brick 
house. 

7. They strove to have outflanked him. 

8. He appeared to die from poison. 

9. Divide them nuts between the four boys. 
10. George can do it quicker than John. 



138 COLUMBIAN LANGUAGE LESSONS. 

LESSON 116. 
THE COMBINATION OF SIMPLE SENTENCES. 

NoTK TO THE Teacher. — The pupil has learned the forms of 
English words and how to combine these into sentences. He may 
now think with his pen and express his thought in proper form. In 
combining words so as to express thought and sentiment, the pupil 
has learned simple and idiomatic English. But, " Words are not 
merely the clothing of thought; they are also thought incarnate. 
The language and the idea are united like soul and body, so that 
the style is the man — the man as made by his ancestry, his educa- 
tion, his career, his circumstances, and his genius." 

390. Composition is the art of expressing thought 
in appropriate language. 

391. Combine the following simple sentences: 

Ann is a little girl. She had a doll. Her doll 
was pretty. It was a new doll. She lost it 
yesterday. 

Model. — Ann is the little girl who had a pretty 
new doll and lost it yesterday. 

392. Combine the following simple sentences: 

1. May found a pretty new doll. It was Ann's 
doll. She brought it to Ann. 

2. Ann was glad. Ann thanked May. May is 
Ann's playmate. 

3. Ann found a red leaf. Ann made a bonnet of 
the leaf. Ann's doll's name was Rosy. Ann 
put the bonnet on Rosy. Rosy looked pleased. 

4. May had a doll. She visited Ann. They 
played with their dolls. 



COMPOUND SENTENCES. 1 39 

LESSON 117. 
COMPOUND SENTENCES. 

Note To the Teacher. — Combine the following sentences: 
John walks. Henry rides. 

1. As coordinate acts: 
John walks and Henry rides. 

2. As contrasted acts: 
John walks but Henry rides. 

3. As alternate acts: 
John walks, or Henry rides. 

Remark. — The words and, but, or are called coordinate con= 
junctions. 

393. Simple sentences combined by and, but, or or 
are called Compound Sentences. 

394. Combine the following sets of simple sentences 
so as to make compound sentences: 

1. Trees grow. Water flows. Smoke rises. 

2. Mary plays. Eva sings. Rachel dances. 

3. Horses neigh. Cows low. Cocks crow. 

4. The lightning flashes. The thunder rolls. The 

wind howls. 

5. Monkeys chatter. Iyions roar. Dogs growl. 

6. The tide rises. The winds blow. The billows roll. 

7. James hunts. John fishes. Philip cooks fish and 

game. 

8. Boys play ball. Girls play jacks. 

9. Women spin yarn. Men till the fields. 

10. The sun and stars shed light. The moon and 

other planets reflect light. 

11. Fruit grows on trees. Berries grow on vines. 

12. Horses draw cars. Cables draw cars. The trol- 

ley draws cars. 



140 COLUMBIAN LANGUAGE LESSONS. 

LESSON 118. 
COMPLEX SENTENCES. 

NoTK TO Thk Teacher. — Combine the following sentences, 
using if ox though: 

You will get the book. You won it. 
Combined: You will get the book, if you won it. 

The story is true. You do not believe it. 
Combined: The story is true, though you do not believe it. 
Words like if ox though join two sentences when one depends 
upon the other. 

395. A sentence containing one or more dependent 
sentences is called a Complex Sentence. 

396. Combine the following pairs of sentences so as 
to make complex sentences: 

1. He is truthful. He will be believed. 

2. I shall go with you. You wish me to do so. 

3. It was quite cold. The day was pleasant. 

4. You will succeed. You try. 

5. He did not sow. He expects to reap. 

6. The woman is contented. She is poor. 

7. You want him. Send for him. 

8. I will serve him. He slays me. 

9. He became poor. He was rich. 
10. I will come. It rains. 

397. Combine the following sentences using because 
or when. 

1. I came. You called me. 

2. The moon rose. The sun set. 

3. He will remain. She asked him. 

4. I am tired. I may rest. 

5. The flowers bloom. Spring comes. 



MAKING COMPOUND AND COMPLEX SENTENCES. 141 

6. The man fled. He was a thief. 

7. The wind blows. The trees bend. 

8. We love him. He loved us. 

9. The storm abated. I walked out. 

10. A man has passed. The tracks are fresh. 
398. Combine the following sentences using who, 
whom, which or that. 

1. This is the house. Jack built this house. 

2. This is the man. That man stole a horse. 

3. The man died. I loved the man. 

4. That is the ball. The boy lost a ball. 

5. You want Mary. Mary is the girl. 

6. The man was hurt. He is better now. 

7. The child was punished. She was naughty. 

8. John gave me a book. It is on the table. 

9. We made a kite. It flies high. 

10. The police caught the man. He stole a watch. 



LESSON 119. 
riAKING COnPOUND AND COMPLEX SENTENCES. 

1. Write two sentences using and. 

2. Write three sentences using but. 

3. Write a sentence itsing or, 

4. Write four sentences using if. 

5. Write tzuo sentences using though. 

6. Write five sentences using because. 

7. Write three sentences using when. 

8. Write four sentences using who. 

9. Write two sentences using whom. 
10. Write five seiitences using which. 



142 COLUMBIAN LANGUAGE LESSONS. 

LESSON 120. 

CONSTRUCTING COMPOUND SENTENCES. 

399. Combine each set of simple sentences into one 
compound sentence: 

1. A brigand was captured. He was a Corsican. 
He was a chief. This chief was imprisoned. He 
managed to escape. 

2. A soldier was put to guard him. The soldier 
was tried. The soldier was condemned to die. 

3. The poor fellow was led out to execution. A 
stranger stepped up to the commanding officer. The 
stranger said, ' ( I have heard that one of your men is 
to be shot. He allowed a prisoner to escape. 

4. ' ' He is blameless. The prisoner shall be 
restored. 

5. u I am the brigand chief. I cannot allow an inno- 
cent man to be punished for me. I have come to 
take his place. " 

6. The officer said, u The soldier shall be set free. 
Thou shalt not die. Thou art an honest man. 
Thou deservest to live. " 

7. The brigand was noble. He did not live an 
honest life. He was captured again. He was con- 
demned to die. 

8. The same old soldier guarded him. The soldier 
was grateful. The brigand became sick. The soldier 
cared for his needs. The robbers rescued their chief. 



CONSTRUCTING COMPLEX SENTENCES. 1 43 

LESSON 121. 

CONSTRUCTING COMPLEX SENTENCES. 

400. Combine each set of simple sentences into one 
complex sentence: 

1. A student needed a book. He sent to another 
student to borrow it. 

2. The other student said, " I never lend my books 
out. If the gentleman chooses to come to my 
rooms, he may use my books there." 

3. A few days after this the book-owner needed 
a pair of bellows. He sent to the other student 
to borrow his bellows. 

4. The other student said, " I never lend my 
bellows out. If the gentleman chooses to come 
to my rooms, he may use my bellows there." 

5. One day a squire was riding out. He was a 
Scotchman. His man was riding with him. 

6. The master stopped opposite a hole in a steep 
bank. The master said, u John, I saw a bad- 
ger go in there." [sir?" 

7. John said. "Did you? Will you hold my horse, 

8. The squire answered, u Certainly." John 
rushed away for a spade. 

9. John got a spade. He dug furiously for half 
an hour. The squire looked at him with an 
amused look. 

10. Atlast John exclaimed, " I can't find him, sir." 

11. The squire said, "I should be surprised if you 
could find him. It is ten years since I saw 
him go in. ' ' 



i44 



COLUMBIAN LANGUAGE LESSONS. 



LESSON 122. 

STORY OF THE KANGAROO. 







FINDING SIMPLE SENTENCES. 145 

401. Suggestive Questions. 

1. What do you see in this picture? 2. Name 
and tell where such animals are found? 3. 
What animal of this class is found in the 
Mississippi Valley? 4. What peculiarities 
have animals of this class ? 

402. Write a composition about the Kangaroo. 



LESSON 123. 
FINDING SlilPLE SENTENCES. 

Note To The Teacher. — The story should be told in a pleas- 
ing way so as to be intelligible to any one, whether he knows the 
poem or not. Do not attempt to have pupils turn poetry into 
prose, but let them tell the story in their own language. 

403. Point out all the simple sentences in the follow- 
ing poem: 

THE ARROW AND THE SONG. 
I shot an arrow into the air, 
It fell to earth, I knew not where; 
For, so swiftly it flew, the sight 
Could not follow it in its flight. 

I breathed a song into the air, 
It fell to earth, I know not where; 
For who has sight so keen and strong 
That it can follow the flight of song ? 

Long, long afterward, in an oak 
I found the arrow, still unbroke; 
And the song, from beginning to end, 
I found again in the heart of a friend. 

404. Tell the story as if you had found an arrow in 
a tree, and had been charmed by one of Long- 

fellow^ s poems. 

10 



146 COLUMBIAN LANGUAGE LESSONS. 

LESSON 124. 

FINDING COMPOUND SENTENCES. 




THE BROOK AND THE WAVE. 

The brooklet came from the mountain, 

As sang the bard of old, 
Running with feet of silver 

Over the sands of gold! 

Far away in the briny ocean 

There rolled a turbulent wave, 
Now singing along the sea-beach, 

Now howling along the cave. 

And the brooklet has found the billow 

Though they flowed so far apart, 
And has filled with its freshness and sweetness 

That turbulent, bitter heart*! 

405. Point out all the compound sentences in the 
above poem. 



FINDING COMPLEX SENTENCES. 147 

406. Write the story as if the brooklet were a 
little child, and the wave a rough and miserly rela- 
tive. 

LESSON 125. 
FINDING COMPLEX SENTENCES. 




THE CASTLE-BUILDER. 

A gentle boy, with soft and silken locks, 
A dreamy boy, with brown and tender eyes, 

A castle-builder, with his wooden blocks, 
And towers that touch imaginary skies. 

A fearless rider on his father's knee, 

An eager list' ner unto stories told 
At the Round Table of the nursery, 
Of heroes and adventurers manifold. 



148 COLUMBIAN LANGUAGE LESSONS. 

There will be other towers for thee to build; 

There will be other steeds for thee to ride; 
There will be other legends, and all filled 

With greater marvels and all glorified. 

Build on, and make thy castles high and fair; 

Rising and reaching upward to the skies; 
Listen to voices in the upper air, 

Nor lose thy simple faith in mysteries. 



407. Write an essay, showing how the plays and 
dreams of childhood foreshadow the occupations 
and achievements of manhood, using the imagery 
of the poem. 



408. Point out all the complex sentences in the fol- 
lowing stanzas: 

1. One autumn night, when the wind was high, 

And the rain fell in heavy splashes, 
A little boy sat by the kitchen fire, 

A-popping corn in the ashes ; 
And his sister, a curly-haired child of three, 

Sat looking on just close by his knee. 

2. Let earth withhold her goodly root ; 

Let mildew blight the rye ; 
Give to the worm the orchard's fruit, 

The wheatfi eld to the fly; 
But let the good old crop adorn 

The hills our fathers trod ; 
Still let us, for his golden corn, 

Send up our thanks to God. 



COLON AND SEMICOLON. 1 49 

LESSON 126. 

COLON AND SEMICOLON. 

NoT£ TO THK Tkach^r. — Punctuation is of three kinds, gram- 
matical, rhetorical and etymological. In grammatical punctuation 
marks are used to aid in the better understanding of the meaning 
and the relations of words. The points used are the period (.) 
the colon (:) the semicolon (;) and the comma (,). The period 
was treated in Lesson 36. In rhetorical punctuation, marks are 
used to show some peculiarity in the expression. The marks used 
are the exclamation point (!), the interrogation = point (?), the 
dash (— ), quotation marks (" "), parenthesis ( ) and brackets []. 
The use of the first two of these was treated in Lesson 37. 
Etymological punctuation relates to some peculiarity in the form 
of words. The principal marks used are the hyphen (-), the caret 
(a) and the apostrophe ('). 

409. A colon should be put after the words thus, 
following, viz, , and before a catalogue of particu- 
lars, or a long quotation. 

Examples. 

Thus: 7x8 is read, seven times eight. The trunk 
contained the following articles: A revolver, an over- 
coat, some shirts, a bundle of letters. 

There are eight parts of speech, viz.: nouns, pro- 
nouns, verbs, adjectives, adverbs, prepositions, con- 
junctions and interjections. 

The preamble reads: "We the people," etc. 

410. A semicolon should be put before the words as, 
viz. , to wit, that is, and between words used in pairs. 

Examples. 
Names are nouns ; as, silver, tree, Denver. 
There are two kinds of adjectives; viz.: qualifying 
and limiting. 

Man, woman; boy, girl; he, she. 
John is a noun ; that is, it is a name. 



150 COLUMBIAN LANGUAGE LKSSONS. 

411. Put punctuation points where they belong: 

1. One evening Frank's father said, 

Frank, would you like to go with me to catch 

some fish 
Yes, sir can I go and with you, father 
Yes, Frank, with me 
Oh, how glad I am 

2. Kate, will you play with me said James. 

Not now, James, said Kate for I must make 
my dolPs bed 

3. Here Ponto Here Ponto Kate called to her 

dog Come and get the dolls out of the pond 
Kate said, Good old Ponto Brave old dog 

4. A man or a woman wanting in probity will 
do improper things 

5. Hey do you hear me In 1267 grains how 
many pwts drams ounces pounds 

6. Oh Harry come and see this picture Such 
strange little animals Oh yes I see how it 
is done 

7. Prof. C. M. Woodward Ph D Director of the 
Manual Training School St Louis Mo Rome 
N Y Oct 17 1894. 

8. "To-whit to-whit to-whee 

Will you listen to me 
Who stole four eggs I laid 
And the nice nest I made 
Bobolink Bobolink 
Now what do you think n 



THK COMMA. 151 

moon in the night I have seen you sailing, 

And shining so round and low 
You were bright ah bright but your light is 
failing — 
You are nothing now but a bow 
You moon, have you done something wrong 
in heaven 
That God has hidden your face 

1 hope, if you have, you will soon be forgiven, 

And shine again in your place 



LESSON 127. 
THE COMMA. 

NoT£ TO TBEJ Teacher.— Commas should not be used unless 
they are needed to make the sense clearer. Over punctuation 
should be avoided. Only a few cases can be made clear to pupils 
of this grade; viz: the names of persons addressed, explanatory 
words or expressions, zvords used in pairs or in series and short 
quotations are set off by commas. In copying paragraphs from 
standard literature, the sense of punctuation is cultivated. 

412. Commas are used to set off the names of per- 
sons addressed, explanatory words and expres- 
sions, words used in pairs or in series, short quo- 
tations, and to separate two verbs. 

Examples. 

John, the miller said the grist was done. 

Cicero, the celebrated Roman orator, was consul. 

Peaches, plums, pears, apples and cherries are fruits. 

The man said, "This is my final reply." 

The rock which the ship struck, was very large. 



152 COLUMBIAN LANGUAGE LKSSONS. 

413. Pimctnate the following extracts: 

1. A lady who found it not easy to wake in the 
morning bought an alarm-watch. 

2. The meekest flower that grows in wood or 
field is the daisy. 

3. Jack Pilfer seeing Charles holding the horse 
asked what was in the basket. 

4. A gentleman who lived in the country took 
his son to town. 

5. The youngest whose name was George was 
a good boy. 

6. All plans for improving others result in self- 
culture. 

7. u O, my poor babies Is it fever, Doctor asked 
Daisy Dr Don looked wise and shaking 
his head slowly said "Both your babies 
Mrs Daisy have red fever bad I will bring 
you some pills " Bowing gravely Dr Don 
went off for the pills 

8. "Caterpillar caterpillar 

On the apple bough 
Tell me how you get your living 

Do you earn it now ' ' 

' 'Earn my living answers he 

What a thing to ask of me 

I for work was never made 

Spinning is the spider's trade " 



DASH, QUOTATION-MARKS, ETC. 1 53 

LESSON 128. 

DASH, QUOTATION-MARKS, PARENTHESES, AND 
BRACKETS. 

Note to the Teacher. — In Lesson 87 the uses of the exclama- 
tion-point and interrogation-point were fully illustrated. In the 
sentence, The boy— oh where was he? the dash ( — ) shows a break 
in the discourse. In the sentence, Ye doubtless thought (for ye 
judge of Roman virtue by your own) that I would break my 
plighted faith, the words for ye judge of Roman virtue by your 
own, inserted in a sentence otherwise complete, are merely ex- 
planatory and are set off by parentheses. In the sentence, He, 
[Mr. Brown] was displeased, the words Mr. Brown are inserted to 
make the sense clearer and are inclosed in brackets ([ ]). In the 
sentence, '''What is truth?" said Pilate, the quotation-marks (" ") 
enclose the exact words of another. The use of these marks in 
the text-books should be pointed out, and pupils should be in- 
duced to infer the law of their use. 

414. The Dash ( — ) should be used to show a break 
in a word, in a sentence, or in a paragraph. 

Examples. 

He had no malice in his mind — 
No ruffles on his shirt. 

415. Quotation-marks (" ") should be used to en- 
close the exact words of another. 

Examples. 

"I am very tired," added Mr. Jones. 

"Go in, Tiger," said the girl. 

U A stranger, mother," said the man, "and he 

wants us to let him stay all night." 

416. Parentheses ( ) should be used to inclose ex- 
planatory words. 



154 COLUMBIAN LANGUAGE LESSONS. 

Examples. 

I don't think I mastered anything beyond the 
date (which I knew) and the signature (which I 
guessed at). 

417. Brackets ([ ]) should be used to show that 
words are supplied jto make the sense clearer. 

Example. 

Very truly yours. [Signed] James Young. 

418. Punctuate the follozving extracts: 

1. Well said Robert then I must sup to-night 
on roasted onions and barley 

2. Well my friend said the hunter did I not 
allow you enough for your loss 

3. Yes said the Indian you have seen me at 
your own door 

4. A wind came up out of the sea 

And said O mists make room for me 

5. Mamma said Johnny Ray about two weeks 
before Christmas I want to buy a present 
for Pat Ryan 

6. O mamma cried John as he came into the 
room that is just the thing 

7. What you do not like work said the crow 
again Oh you idle boy you are worse than 
a bird 

8. Then Willie went without saying a word 
and brought the rest of his cake. 

8. No Paul said his mother you must eat 
the candy yourself 



ETYMOLOGICAL MARKS. 1 55 

10. What a talkative old clock 

Let us see what it will do 
When the pointer reaches two 
Ding-ding tick-tock 
That is what it says 



LESSON 129. 
ETYMOLOGICAL MARKS.— APOSTROPHE AND HYPHEN. 

Note to the Teacher. — In such forms of expression as 7 is, 
o'er, tho\ the apostrophe (') is used to contract words and to in- 
dicate the omission of letters. The use of the apostrophe in 
forming the possessive case of nouns has been fully illustrated. 
(See Lesson 96.) In the expression, child-study, equivalent to 
the study of children, two words are put together to express a 
single idea. The hyphen is also used to show that part of a word 
is carried to the next line. 

419. An Apostrophe (') should be used to show that 
letters are omitted from a word, or to make a 
noun indicate ownership, origin or fitness. 

Examples. 
"I'm aware of that, ma'am," said I. 
"I don't doubt, tho', that it 's six miles away." 
John's ball: God's mercy; the sun's rays; men's 
shoes. 

420. A Hyphen (-) is used to unite two or more 
words into one; or to show that part of a word 
is carried to the next line. 

Examples. 
Half-a-dozen. A never-to-be-forgotten story. Im- 
patient. Snow-balls. 

421. Pnnctitate the following extracts: 
1. He attended a boys school 



156 COLUMBIAN LANGUAGE LESSONS. 

2. You dont try at all said the hen We can't 
jump so far said all the little chickens 

3. I m not quite ready but I 11 come 

4. Well Susie like a lady give him a seat at 
the table 

5. Pray honest friend said a fourth is that 
donkey your own Yes said the man 

6. Why ma'am the birds built it there said John 

7. Father said he in a pitiful voice What 
must we do 

8. It s never going to come said Eddy in a fret- 
ful tone of voice 

9. I saw as in a dream sublime 
The balance in the hand of Time 

O er East arid West its beam impended 
And day with all its hours of light 
Was slowly sinking out of sight 
While opposite the scale of night 

Silently with the stars ascended 

10. A poet too was there whose verse 
Was tender musical and terse 
The inspiration the delight 

The gleam the glory the swift flight 
Of thoughts so sudden that they seem 
The revelations of a dream 

11. Like unto ships far off at sea 
Outward or homeward bound are we 
Before behind and all around 
Floats and swings the horizons bound 



MAKING OUT BILLS. 1 57 

LESSON 130. 

11AKING OUT BILLS. 

NOTE To The Tkacher.— The habit of keeping an account 
of petty expenditures should be acquired even by youths. As 
they are frequently called upon to transact business for their 
parents or others, they should learn business forms, and be able to 
make out bills and give the proper receipt for money collected. 
Boys do chores and run errands, and should know how to keep 
small accounts. 

422. Form of a Bill. 

Chicago, Dec. /, 1894. 
Mr. Merry Goodman, 

To Lightwood Sharp, Dr, 
For doing chores aud running errands, viz. : 

Nov. 6. Carrying bundles to th e station $ .25 

" 10. Arranging kindling in woodhouse 35 

u 16. Washing buggy and cleaning harness. .65 
u 27. Taking letters to the post-office 10 



Total $1.35 

Remark. — When a bill is paid it should be receipted by 
writing at the bottom, Received payment or paid \ with date of pay- 
ment and name of receiver. 

423. Let pupils make out a bill for articles sitpposed 

to be bought at the grocery where you deal, and 

receipt it properly. 

Make out a bill for the following items: 

824 yd. muslin @ 11c. 

478 " flannel @ 16c. 

346 " gingham @ 14c. 

965 " calico @ 7c. 

324 " debeige @ 12c. 



158 COLUMBIAN LANGUAGE LESSONS. 

LESSON 131. 

RECEIPTS. 

Note: To The Teacher.— Call special attention to item three 
below. The amount should be expressed in words and afterwards 
in figures. 

424. A receipt must contain — 

1. The word Received, with the date. 

2. The name of the person from whom the money 
is received. 

3. The sum of money received expressed in 
words. 

4. It should state whether the amount is in full 
or only on account. 

5. It must be signed by the Receiver. 

425. Form of a receipt. 

Received, Chicago, June 4, 1895, °f Prompt 

Pay all, the sum of seventeen T Vo dollars, in 

full. Grateful Receiver. 

$ i 7t 8 oV 

426. Have pupils write receipts for various amounts 

supposed to be received from fictitious persons. 

Also write receipts for the following amounts: 

June 30, 1895. For $690 T 4 oV 

July 27,1895. For$542 T 8 oV 

Aug. '17, 1895. For $742t 6 o 5 o. 

Sept. 12, 1895. For $8,463 T 5 o°o. 

Oct. 17,1895. For $io,283 T Vo. 






PROMISSORY NOTES. 1 59 

LESSON 132. 

PROniSSORY NOTES. 

Note to The Teacher.— Call special attention to item three. 
The law requires that the sum of money for which a note is drawn 
be written in words. 

427. A promissory note must contain — 

1. The place where, and the date when it is 
given. 

2. A promise to pay to a certain person, or to 
his order, at a certain time. 

3. The sum of money written in words. 

4. The note must contain the words u For value 
received." 

5. It must be signed by the person receiving 
the consideration. 

428. Form of a Promissory Note. 
$167 tVo. New York, July 6, 1893. 

Four months after date I promise to pay to the 
order of Handsome Comfort, the sum of one hun- 
dred sixty-seven T Vo dollars, for value received. 

Faithful Promiser. 

Remark.— Whenever a payment is made upon a note, the sum 
of money received should be receipted on the back of the note. 

429. Have pupils write notes and receipts from the 
following data, using imaginary names. 

1. $501 tVV paid by a note at six months. 

2. $750tVo " " " "four " 
3- $307tVo " " " u three " 

4. $481 T Vo " " " " sixty days. 

5. $986^ u " " " ninety days. 



160 COLUMBIAN LANGUAGE LESSONS. 

LESSON 133. 

TRANSPOSING A PO^M. 

NoTK to the Teacher. — The transposition of verse into prose 
is a useful exercise in the order and arrangement of words. Care 
should be taken that all the words of the poem are used. As words 
are sometimes left out, whenever such words are supplied they 
should be put in brackets. 

430. Change the order of the words in the following 
poem, making it read like prose. 

DAYLIGHT AND MOONLIGHT. 

In broad daylight and at noon, 
Yesterday I saw the moon 
Sailing high, but faint and white 
As a schoolboy's paper kite. 

In broad daylight yesterday, 
I read a poet's mystic lay; 
And it seemed to me at most 
As a phantom or a ghost. 

But at length the feverish day, 
Like a passion, died away, 
And the night, serene and still, 
Fell on village, vale and hill. 

Then the moon, in all her pride, 
Like a spirit glorified, 
Filled and overflowed the night 
With revelations of her light. 

And the poet's song again 

Passed like music through my brain; 

Night interpreted to me 

All its grace and mystery. 

431. Tell the story as if you had read the poem and 
seen the moonlight. 



RESOLVING INTO SENTENCES. l6l 

LESSON 134. 

RESOLVING INTO SENTENCES. 

Note To THE Teacher. — The resolution of a poem into prose 
sentences is a valuable exercise in composition. 

Example. 

Down came the storm and smote amain 

The vessel in its strength. 
Transposed: The storm came down in its 
strength and smote the vessel amain. 

432. Resolve the following poem into sentences: 

THE FOUR LAKES OF MADISON. 
Four limpid lakes— four Naiades 
Or sylvan deities are these, 

In flowing robes of azure drest; 
Four lovely handmaids, that uphold 
Their shining mirrors, rimmed with gold, 

To the fair city in the West. 

By day the coursers of the sun 
Drink of these w T aters as they run 

Their swift diurnal round on high; 
By night the constellations glow 
Far down the hollow deeps below, 

And glimmer in another sky. 

Fair lakes, serene and full of light, 
Fair town, arrayed in robes of white, 

How visionary ye appear! 
All like a floating landscape seems 
In cloudland or the land of dreams, 

Bathed in a golden atmosphere. 

433. Tell the story as if you had visited Madison, 
and had taken a boat ride by moonlight on one of 
the lakes. 



1 62 COLUMBIAN LANGUAGE LESSONS. 

LESSON 135. 

LETTERS. 

Note To The Teacher. — In the familiar intercourse of families 
and friends are found topics which may be utilized for letter- 
writing. The pupil has now advanced to such stage in education 
that he may be taught the minutiae of writing, addressing and 
sending letters. 

434. There are six things about a letter that require 
attention, viz.: 1. The Heading*. 2. The Salu- 
tation. 3. The beginning of the contents. 4. 
The Subscription. 5. The Folding 5 and Enclos- 
ing*. 6. The Superscription and Stamping*. 

435. The heading* contains the place from which 
and the date when the letter is written. If 
written from a city, the number and street should 
be given in one line and the place and date in 
another. Begin about an inch from the top of 
the page. Thus: 

7567 High Street, 1 

New York, Jmie 6, iSyj. ) 

Remark — The heading should occupy the right upper corner 
of the page on which it is written, beginning near the middle of 
the page and not too near the top. 

436. The Salutation is written on the left, begin- 
ning on the line below the heading. It consists 
of the title, name and post-office address of the 
person to whom it is written, and the words, 
l 'Dear Sir," " My dear Sir," etc. Each line 
should begin farther toward the right. Thus: 

Prof. Acute Thinker, 
Concord, Mass. 

My dear Sir: 



LETTERS. 163 

Remark. — Strangers are addressed as Sir, Madam; acquaint- 
ances as Dear Sir, Dear Madam; and friends as My dear Sir, My 
dear Madam, My dear John. 



437. The Contents of the letter should begin on the 
line below the salutation, unless the salutation is 
long, when it is in good taste to begin on the 
same line. When the salutation is short use the 
same line for the opening contents. Thus: 

Dear Sir: Your recent favor is at hand. 

438. The Subscription should begin near the middle 
in the line below the last line of the letter. Thus: 

Very truly yours, 

Persistent Ofeiceseeker. 

Remark. — In official letters use Respectfully; in business letters, 
Yours truly, Yours respectfully ; in letters of friendship, Yours 
sincerely, Yours affectionately, but in writing to relatives, put 
your with the relationship you hold to the person. Thus: Your 
affectionate son, Your loving niece. 

439. The Folding of a letter requires skill. A sheet 
of note-paper is folded one-half or one-third its 
length, the edges being kept even in folding. A 
sheet of letter paper is generally folded one-half 
its length, the fold is then turned to the left and 
treated as if it were a sheet of note-paper. In 
putting it into the envelope, the edge last folded 
is put in first 



164 COLUMBIAN LANGUAGE LESSONS. 

440. The Superscription should begin at the left, a 
little above the middle of the envelope. The first 
line should contain the name and title of the per- 
son addressed; if addressed to a person residing 
in a city, the second line should contain the 
number and street, if not, the name of the post- 
office; the third line should contain the name of 
the city or county, and the fourth line, the name 
of the State or Country. Each line should begin 
a little farther towards the right, to make the 
superscription look symmetrical. The stamp 
should occupy the upper right-hand corner, as 
shown below. 



Stamp 



Hon. W. T. Harris, 

Commissioner of Education, 

Washington, D. C. 



441. Write a letter to your teacher observing all the 
directions given above ) and let the letter be sup- 
posed to be from a dista?tl city. 



OUTLINES OF LETTERS. 1 65 

LESSON 136. 
OUTLINES OF LETTERS. 

442. To an uncle or aunt on receiving a present. 

1. Acknowledge the receipt of a watch. 

2. Express thanks for the acceptable gift. 

3. Tell how the gift will remind you of the givei. 

443. To parents on entering a business house. 

1. Tell of your trip to the city. 

2. The confusion of a new occupation. 

3. The duties you have to perforin. 

4. Your relations to manager and clerks. 

5. Express your feelings at your separation from 
relatives and acquaintances. 

444. To a sister describing a holiday visit. 

1. Tell what persons you met. 

2. Tell what entertainments you attended. 

3. Tell in what festivities you participated. 

4. Tell what new games and pastimes you learned. 

445. To your father about a visit to his old home. 

1. Tell how cordially you were received. 

2. Tell about the health and appearance of your 
grandparents. 

3. Tell about uncles, aunts and cousins. 

4. Give your impressions on seeing objects and 
scenes he often described. 

446. To a cousin inviting her to visit you. 

1. Tell how anxious you are to see your mother's 
niece. 



1 66 COLUMBIAN LANGUAGE LESSONS. 

2. Tell how much pleasure you anticipate in her 
society. 

3. Tell of some of your plans to give her pleasure. 

4. State when it will be most desirable for her 
to come. 

447. To a teacher after leaving school. 

1. You found it wise to learn some business. 

2. Tell how you appreciate what the teacher did 
for you. 

3. Give him an account of the business and how 
you like it. 

4. Express a hope for a holiday, when you may 
visit the teacher and the school. 

448. To a friend inviting her to tea. 

1. Ask whether he can come at a certain time. 

2. Tell him it is your birthday. 

3. Tell him what other boys you have invited. 

4. Tea in orchard and then games in a field. 

5. Express a strong desire for him to come. 

449. Write letters on the following topics: 

1. Describe a foot-ball game you saw. 

2. Tell about a ramble in the fields. 

3. Give a description of some book you have 
read. 

4. Describe some holiday season. 

5. Tell about some entertainment you have at- 
attended. 

6. Tell what you saw in a museum. 



FORMAL NOTES. 1 67 

7. Describe a Fair which you attended. 

8. Tell what happened to some mutual friend. 

9. Describe your studies and tell in which you 
take most interest. 

10. Tell something about your plans in life. 



LESSON 137. 
FORMAL NOTES.— ANSWERS, 

NOTE To THK Teacher. — Formal notes are generally invitations 
to attend social gatherings, parties or dinners and replies to such 
invitations. A note of invitation should begin with the name of 
the person or persons sending it, followed by a request for the 
company of the person or persons invited, with the day and hour. 
The writer's number and the date are put at the left on the line 
below. 

450. Form of a Formal Note. 

Mr. and Mrs. Green request the pleasure of Miss 
Browning's company at dinner, on Thursday, 
June 21, at six o'clock. 

4067 Pine Street — -June 14, 1895. 

Remark. — The nature of the entertainment should be stated in 
the note, as this will determine the toilet of the guests. 

451. Write a formal note accepting or declining the 
above invitation. 

Note to thic Teacher. — Pupils of this grade are often compelled 
to seek situations, and should be taught how to reply to advertise- 
ments. 

452- Application for a situation, 

I^ST Cut out the advertisement and paste it on 
your application. 



1 68 COLUMBIAN LANGUAGE LESSONS. 



w 



TllUS! V V reside with his parents and be well recom- 
mended. Answer E, this office. 

Sir: I would respectfully apply for the position 
advertised above. I am fourteen years old and 
reside with my parents at No. 7147 Rose St I 
am permitted to refer to Mr. Sam. M. Kennard, 
from whom I received the enclosed testimonial. 
Very respectfully, 

George Sharp. 

453. Write letters applying for SITUATIONS in answer 
to advertisements. 



LESSON 138. 

REPRODUCTION. 

NoTK To THE TEACHER.— The study of a short poem is to 
thought what seed is to the harvest. The mind is imbued with 
the thought and sentiment and imposes upon it a coloring of its 
own. In reading we acquire information, in conversation our 
acquirements are made facile, while the accuracy required in 
writing tends to make us truthful, a moral phase of education too 
often overlooked 

454. THE MORAL WARFARE. 

When Freedom, on her natal day, 

Within her war-rocked cradle lay, 

An iron race around her stood, 

Baptized her infant brow in blood, 

And, through the storm which round her swept, 

Their constant ward and watching kept. 



REPRODUCTION. 1 69 

Then, where quiet herds repose, 
The roar of baleful battle rose, 
And brethren of a common tongue 
To mortal strife as tigers sprung, 
And every gift on Freedom's shrine 
Was man for beast, and blood for wine. 

Our fathers to their graves have gone; 
Their strife is past — their triumph won, 
But sterner trials wait the race 
Which rises in their honor' d place — 
A moral warfare with the crime 
And folly of an evil time. 

So let it be. In God's own might 

We gird us for the coming fight, 

And strong in him whose cause is ours, 

In conflict with unholy powers, 

We grasp the weapons He has given — 

The Light, the Truth, the Love of Heaven. 

455* Suggestive Questions, 

When is Freedom's natal day? Where was her 
cradle? Who stood around her? Who were the 
brethren of a common tongue? What sterner trials 
await the race? Our moral warfare is against what? 
What are our weapons? 

456. Write a composition embodying the ideas sug- 
gested by this poem. 



170 COLUMBIAN LANGUAGE LESSONS. 

LESSON 139. 
COMPOSITION. 




457. THE WIND FROM THE SEA. 

A wind came up out of the sea, 

And said, "O mists, make room for me. 

It hailed the ships and cried, "Sail on, 

Ye mariners, the night is gone." 

It hurried landward far away, 

Crying, "Awake! it is the day." 

It said unto the forest, "Shout! 

Hang all your leafy banners out." 

It touched the wood-bird' s folded wing, 

And said, u O bird, awake and sing. 



GENERAL EXERCISES. 171 

And o'er the farms, O chanticleer, 
Your clarion blow; the day is near. n 
It whispered to the fields of corn, 
"Bow down and hail the coming morn. " 
It shouted through the belfry tower, 
"Awake, O bell ! Proclaim the hour." 
It crossed the churchyard with a sigh 
And said, "Not yet ! in quiet lie." 

Remark. — This simple poem may be made a general exercise 
for dictation, for analysis, for parsing and for reproduction. 

458. Tell the story describing the wind as light, and 
show how all nature is aroused to activity when 
the day dawns. 

459. Analyze the follozving stanzas and parse all the 
words: 

1. The combat deepens. On, ye brave, 
Who rush to glory, or the grave! 
Wave, Munich! all thy banners wave, 
And charge with all thy chivalry. 

2. Few, few shall part where many meet! 
The snow shall be their winding-sheet; 
And every turf beneath their feet 
Shall be a soldier's sepulcher. 

3. " I '11 get it," he cried — " I 'm sure I can 't lose 
My nice little boat — I will take off my shoes, 
And wade in the water — there 's nobody near, 
And the water 's not deep, I have nothing to fear." 



172 COLUMBIAN LANGUAGE LESSONS. 

LESSON 140. 
LONG VOWELS AND DIPHTHONGS. 

Note TO the Teacher. — If we take the words farm, firm y 
form, we shall find that a, i, 6, distinguish one word from the 
others. If we employ the aspiration h, we may unite it with ten 
different open sounds and make the words he, hay, ha, haw, hoe, 
who, high, ahoy, how, hew. We thus find that some sounds con- 
stitute the framework of words, while others are distinguishing 
elements. The ten open sounds e, a, a, 6, o, 60, 1, oi, ow, ii, are 
called vowels. As these elements distinguish words they should 
be uttered with a full, clear voice. 

460. Directions for uttering long vowels and diph- 
thongs: 

i. Say e with force, and observe the position of 
the jaws and lips. 

2. Drop the lower jaw and say a while the mouth 
is closing to the position for e. The sound of 
long a is a glide and is made while the organs 
of speech are passing from one position to the 
other. All glides and diphthongs are made 
in the same way. 

3. Open the mouth as widely as possible and say 
a. This is the royal vowel and should be 
practiced until it can be uttered with facility 
and the ear is trained to distinguish it. 

4. Utter a full and clear. Keep the mouth open 
and round the lips: the a will become 6, a. 
This broad a is simply a rounded a, and occurs 
after w. Drill upon a and a until the latter is 
uttered with facility, because it is a new vowel 
and needs special drill. 



LONG VOWELS AND DIPHTHONGS. LJT, 

5. Round the lips, close the mouth slightly and 
utter 00. This is a close, round vowel, and 
requires drill that it may be uttered distinctly. 

6. Drop the lower jaw from the position for 00, 
and utter a sound while the jaw is closing to 
the oo-position. Long 6 is the result. It is a 
glide. 

7. Long i is made by blending a with e (3 and 1 
above). 

8. The diphthong oi is made by blending 6 with 
e (4 and 1 above). 

9. The diphthong ow is made by blending a with 
00 (4 and 5 above.) 

10. Long u is made by blending e with 6b (1 and 
5 above). 
461. Give the vowels contained in the following words: 

1. Ah, ha, half, calf, laugh, aunt, alms, palm, a, 
amen. 

2. Wall, oak, rule, food, form, haul, crawl, cool, 
told, mould. 

3. New, stew, Lucy, lieutenant, neuter, duty, 
duly, human, duel, few, mule. 

4. A gentle wind of western birth, 

From some far summer sea, 
Wakes daises in the wintry earth, 

Wakes thoughts of hope in me. 
The sun is low; the paths are wet, 

And dance with frolic hail: 
The trees, whose spring-time is not yet, 

Swing sighing in the gale. 



174 COLUMBIAN LANGUAGE LESSONS. 

LESSON 141. 

SHORT VOWELS. 

Note to the Teacher.— In the words hid, head, had, hod, 
hud, hood, we find six short vowels, corresponding to the first six 
vowels treated in Lesson 140. 

The vowels exist in pairs, viz.: e, i; a, e; a, a; 6, 6; o, u; oo 

oo. 

The short vowels are made by opening the mouth a little wider 
than for the corresponding vowel and by then making a staccato 
sound. As these short vowels never end a syllable and are used 
only in accented syllables before a consonant, they are called 
stopped vowels. 

There are two peculiar vowels which occur only 

before r or rr not followed by a vowel, viz: a and e (I, 

u, o, y)- These two vowels are a little longer and 

closer than a and u. The difference of the first pair 

is heard in Harry and hairy, and of the second in 

the two vowels in sulphur. 

462. Utter the following; 

1. e, 1; a, e; a, a; 6, 6; 6, ii; 60, 06. 

2. 1, e, a, o, ii, 00. 

3. err, error; myrrh, mirror; burr, bury; care, 
carry; her, hurry. 

463. Read the following stanza, pronouncing the 
vowels: 

Ah well! it is with cunning power 
That little artist makes her bower; 
But come into an English wood, 
And I '11 show you a work as good, 
A work the Tailor-bird's excelling, 
A more elaborate, snugger dwelling; 
More beautiful upon my word, 
Wrought by a little English bird. 



SEMIVOWELS. 175 

LESSON 142. 
SEMIVOWELS. 

Note TO The Teacher.— In addition to the eighteen open 
sounds treated in Lessons 140 and 141, there are twenty- four closer 
sounds called consonants classed as semivowels, spirants, mutes, 
and the aspirations h, hw, and hy. The consonants w, /, randy are 
called semivowels, because they are intermediate between vow- 
els and consonants. W and y are coalescents; / and r are trills. 
W\s a very close 00, while y is a very close e. If the sound 00 is 
blended with e, the word we results; if e is blended with 00, the 
word you results. From blending a and e with 00, the diphthongs 
ow and u are formed. By blending d, t, z and s with y, the con- 
sonants/, ch, zh and sh are formed. Thus: dy=j in soldier; ty 
■=ch in question; zy=zh in ozier, and sh—sy in mission. All 
speakers do not separate cl, t, z and s from the y following them, 
because it requires very careful articulation to do so. SoJjcr is 
sold-yer, queschun is q uestyun.ozhcr is ozyer ', and nashun isnatyun. 
Thus very many words in our language seem to be anomalous in 
spelling, but can be best explained by considering di, si, ce, ci, etc. 
as semi-consonant diphthongs. The trills are / and r. L is made 
by causing the sides of the tongue to vibrate;—^, by causing 
the tip of the tongue to vibrate. L frequently constitutes an 
unaccented syllable, especially in the termination le. A vowel 
is peculiarly affected when followd by r or rr, if not followed 
by another vowel. Thus in> the words air and in err, fir, 
odor, burn, myrrh, the vowels have sounds which are not used 
in any other combinations. Some speakers make a difference 
between the vowels in bird and burn, but the general practice 
is to pronounce the u like the 1. In the word thrust, the r is trilled, 
while some speakers trill r in many other words. Cultured speak- 
ers differ in their pronunciation of r and the vowels which precede 
it. But there should be no disputing about tastes. 
464. Have pupils articulate the semivowels in the 
followi7ig words: 

1. Wise, when, judge, wine, York, nation, azure, 
position, Christian, hue, nature, admixtion. 

2. Sulphur, parent, zephyr, there, care, fair, 
separate. 



176 COLUMBIAN LANGUAGE LESSONS. 

LESSON 143. 

SPIRANTS. 

Note to the Teacher. —When the sound of a consonant is 
close and prolonged, it is called a spirant. The continuous con- 
sonants exist in pairs, and are modified by the lips, by the teeth, 
at the roof of the mouth or in the throat. Each pair is made by 
pushing the tongue forward from the position for w, I, r, ory. 
Thus: w, v, f; I, th, th; r, z, s; y, zh, sh. V, th y z and zh are 
voiced; f th, s and sh are breathed. The two th-soundsare hard 
to make, but if the tongue is pushed forward from its position in 
making /, th results easily. The aspiration h is a movable conso- 
nant, the organs of speech being adjusted to the proper position 
for the vowels, or for the coalescents w or y. 
465. Have pupils sound the following words; 

1. Mouth, breathe; wine, vine, fine; lieu, though, 
through; billion, brazier, washer. 

2. Wet, whet; who, hue; apply, apple; announce, 
anoint; attempt, hatter; assign, masses; wit, 
whit; abbreviate, Abbe. 



LESSON 144. 



MUTES. 

Note to The Teacher. — Mutes are explosive sounds formed by 
the complete closure of the mouth passage. They are nasal, flat, 
or sharp. The three nasal mutes are m, n and ng, which are 
resonant and are made by putting the organs of speech in position 
for making b, dor g, and then causing sound to escape through 
the nose. Thus: if we close our lips and make a sound without 
opening them, the sound ofw will result. If we place our tongue 
against the teeth so as to prevent the escape of sound through the 
lips the sound of n results. In the same way, if we close the back 
of the mouth by the root of the tongue, the sound of ng results. 
Mutes are the result of efforts to make a sound, the organs being 
in the required position. The flat mutes are b, d,j, g; the cor- 
responding sharp mutes are/, t, ch, k. These sounds are often 



MUTES. 



177 



duplicated, one syllable ending and the next syllable beginning 
with the same sound. At the end of an accented syllable, when a 
letter has been doubled to show that the preceding vowel is short, 
this second letter is silent. Thus: humming, dropping, chatting. 
In the composition of words, the final consonant of a prefix is 
assimilated to the one beginning the root and both are sounded. 
Thus: address, annex, apply, assent, afford, alloy, array, aggress, 
innocent, ammunition. 

466. Have pupils sound the mutes in the following 
words: 

1. Man, bank, mum, farm, singing, ink, none, 
some, drum. 

2. Dead, tent, tempt, pent, just, child, church, 
kick, gag, gun, glance, clime, slant, zest, zeal. 

467. CHART OF VOWELS AND CONSONANTS. 

L Vowels. 

Short. Shade. Diphthongal. 



Palatal: 



Labial: 



Semivowels: 



Spirants: 



Mutes: 



Aspiration: 
12 




1 
e 

a 

\j 
o 
>./ 
u 

06 



ae= 



oe= 



e(i, 0, u) a 00= 
i 00= 



zoy 

~ow 
^u 



II. Consonants. 

Labial. Dental. Palatal. Guttural. 

1 r 

th z 

th s 

n — 



j voiced: 
[ breathed. 
( nasal: 
\ fiat: 
sliarp: 



w 
v 
f 
m 
b 

P 
hw 



x 



d 
t 
h 



y 

zh \conttn- 
sh ) uous. 
ng resonant. 



J 
ch 



explo- 
sive. 



i 7 8 



COLUMBIAN LANGUAGE LESSONS. 



LESSON 145. 

HYPHENATION OF WORDS. 

NOTE to THE Teacher.— We may say a pole ten feet long, or 
we may deviate from the natural structure and say a ten-foot 
pole. In like manner we may speak of the study of children, or 
we may not conform to this ordinary standard and say child-study. 
Whenever words are used in this abnormal way, they are 
hyphened. But two words should not be hyphened, if the first is 
merely descriptive; as, brick house, legal tender, he goat, man 
servant. In the expression, Entered as second-class matter at the 
post-office at Chicago, III., the words second-class and post-office are 
hyphened, because each of these hyphened words express a single 
idea. Whenever new words are needed to express new ideas, such 
as arise in the progress of art and science, we find that these are 
generally formed without hyphenation; as, electromagnet, tel- 
autograph. Many words formerly hyphened or printed with 
diereses, are now simplified; as cooperate, coordinate. 



468. For in compound words by combining the first 
words in the line with one of the words follow- 
ing it: 



color 


bearer 


Tdox 


dish 


line 


top 


double 


bass 


bank 


dealer 


face 


ender 


foot 


band 


bath 


bench 


boat 


glove 


corn 


cob 


flag 


floor 


meal 


moth 


deck 


beam 


flat 


hand 


hook 


nail 


dish 


cloth 


rag 


faced 


water 


holder 



469. Form compound words by combining the first 
words in the line with one of the words follow- 
ing it: 

electro bath gild type plate 

tele gram g ra ph phone scope 



DERIVATIVE WORDS — EUPHONY. 1 79 

LESSON 146. 

DERIVATIVE WORDS— EUPHONY. 

Nora To The Teacher. — Such words as ^-MARK-a^, un- 
TRXJTH-fully are composed of parts called roots and affixes. With 
a few hundred roots and a limited number of affixes as materials, 
the words used to express the complex ideas of the arts and sciences 
are made. (For a summary of word-composition, see Columbian 
Speller y pp. 125 to 152.) The words in common use are formed in 
the manner given in former lessons and by affixing or suffixing the 
following twenty-five syllables: 

Prefixes: a, be, en, fore, mis, out, over, un, under, with. 

Suffixes: dom, hood, ing, ness, ry or y, ship, kin, ling, ate, en, 
fy, ish, ize, ly. 

The other affixes are from Latin and Greek and are used largely 
in book-words. 

Call the attention of the pupils to some of the simple laws of 
change in the interchange of consonants in inflection and deriva- 
tion. 

In combining the prefix en with roots beginning with b or p^ 
the n is changed to m; as, embark , empower. So when ad is 
joined to a root, the d is changed to the first letter of the root; as, 
affect, aggrieve, allude, annul, approve, arrive, assail, attune. This 
law of assimilation is extensively applied. In inflected and also 
in some derived words, a breathed spirant is changed into a voiced 
spirant; as, house, houses; beef, beeves; mouth, mouths; brass, 
brazier. This adjustment of one sound to another arises out of 
facility in pronunciation. "Euphony is in the mouth" It is 
easier to say embank than enbank, affect than adfect. So also 
between two vowels, it is easier to use a voiced or 2iflat consonant 
than a breathed or a sharp one. In the past tense of leave and 
cleave the v is changed toy before t for a similar reason. In sylla- 
bles the voiced and flat consonants go together; so do the breathed 
and sharp consonants. This is manifested where ed is changed to 
t in speech, if not in spelling; as, thanked, kissed, vexed. The ed 
is pronounced like t after verbs ending in ph, gh,f, ff, ss, x, p, 
pp, ch and k or ck; as, laughed (laft), telegraphed (telegraft), 
doffed (doft), watched (wacht), etc. 



i8o 



COLUMBIAN LANGUAGE LESSONS. 



470. Analyz 


e the following 


" words and 


find theh 


meanings 
abreast 


overthrow 


morning 


blacken 


before 
engrave 
forego 
mistake 


untwist 
underbid 
withdraw 
wisdom 


likeness 
masonry 
friendship 
bodkin 


beautify 
varnish 
baptize 
duly 


outwit 


manhood 


vacate 


mortise 



471. Give the sounds of each zvord in the following 
stanzas: 

1. u Patience! " she sweetly saith — 

11 The Father's mercies never come too late; 
Gird thee with patient strength and trusting faith, 
And firm endurance — wait! " 

2. Angel, behold I wait ! 

Wearing the thorny crown through all life's hours, 
Wait till thy hand shall ope the eternal gate, 
And change the thorns to flowers. 

3. How joyously the lady bells 

Shout through the bluff north breeze! 
Loudly his boisterous bugle swells, 

And, though the brooklets freeze, 
How fair the leafless hawthorn tree 
Waves with its hoar-frost tracery! 
While sun-smiles throw o'er stalks and stems 
Sparkles so far transcending gems, 
The bard would gloze who said their sheen 
Did not out-diamond 
All brightest gauds that man hath seen 
Worn by earth's proudest king or queen, 
In pomp and grandeur throned ! 






ACCENT AND SYLLABICATION. l8l 

LESSON 147. 

ACCENT AND SYLLABICATION. 

Note to the Teacher. — If we say, Accent the word properly: 
put the accent on the first syllable, we find that the stress of voice 
given to the word accent changes it from a verb to a nonn. In 
fact, accent is the life of words and their division into syllables, 
both in speech and writing, depends upon it. If we utter words 
like man, woman, concluding, acquisition, we find that they con- 
tain one, tzvo, three and four syllables respectively, and are classed, 
according to the number of syllables they contain, as monosy!la= 
bles, dissyllables, trisyllables and polysyllables. 

472. Words classed by Syllables: 

1. Monosyllables are words of one syllable; as 
tree, leaf, trunk. 

2. Dissyllables are 'words of two syllables; as, 
city, country, rural. 

3. Trisyllables are words of three syllables; as, 
already, natural, penmanship. 

4. Polysyllables are words of many syllables; as, 
caricature, encyclopedia, vindicatory. 

473. Principles of Syllabication: 

1. Separate roots and affixes; as, concluding; 
tt nil ing; se cur ing. 

2. The consonant preceding and following a 
vowel in an accented syllable goes with it; as, 
lat i tude; prosper ous; his to ry; mus ic. 

3. When two or more consonants come between 
two vowels, the first consonant is joined to the 
preceding syllable; as, Ian guage; stronger; 
brim stone; con slant; liq tiid. 



1 82 COLUMBIAN LANGUAGE LESSONS. 

Exception. — L, m, n, ng, r and s unite with a 
following mute in an accented syllable; as, con sists; 
dis tine tion; de pend ent; clasp ing; romp ing; 
ask ing; pelt ing, court ship. 

4. In unaccented syllables 1 and r are separated 
from the preceding consonant ; as, ge og ra 
phy; ac rid; ab la tive. 
474. Syllabicate and accent the following words: 
antimony encyclopedia reparable 

cemetery geographical revocable 

comparable irrevocable vindicative 

contumely lamentable vindicatory 

disputable obligatory zoological 

Remark. — Consult a good, modern dictionary. 



LESSON 148. 

INDEPENDENT ELEMENTS. 

Note to the Teacher. — In sentences words are related and 
practical language lessons should notice only such matters as 
relate to the correct form or orders of words. In the sentence, 
John, bring me the book, the word Jolin is the subject of the verb 
bring, and in the sentence, O Reason, thou art fled to brutish 
breasts, Reason is the antecedent of thou. Both John and Reason 
are of the second person, nominative case. Captions and headings 
name the contents of books, chapters or paragraphs, and are pred- 
icates of abridged sentences; as This book is called Columbian 
Language Lessons. The sentence, The door being open, the 
thief escaped, is equivalent to The thief escaped because the door 
was open. This is a case of abridgment in which the connective is 
omitted and the form of the copula is is changed to the participle 
being. The sentence Having eaten my luncheon, I took a nap, is 
equivalent to, I took a nap after I had eaten my luncheon. This is 
a case of abridgment in which the subject is omitted. Such 
abridgment is possible, because the subject / is elsewhere 



INDEPENDENT ELEMENTS. 1 83 

expressed and the predicate having eaten my luncheon depends 
upon it. In all these constructions the noun or pronoun has its 
normal or nominative form. 

475. Models of Analysis. 
Examples. 

The winter being severe, the peach trees were 

destroyed. 



Complete Course in Arithmetic. 

a — = o 

Complete Course in Language and Grammar. 

a ===== o ^^ o 

476. Analyze the following \ 

1. History and Civil Government of Missouri. 

2. The American Government. 

3. New Normal Fifth Reader. 

4. Columbian Elements of Arithmetic. 

5. Approaching the fort stealthily, the soldiers 
surprised the garrison. 

6. The student having been graduated, his father 
sent him abroad. 

7. Having written a letter in reply, I neglected 
to mail it. 

8. A frosty chill was in the air, 

How plainly I remember — 
The bright autumnal fires had paled, 

Save here and there an ember; 
The sky looked hard, the hills looked bare, 
And there were tokens everywhere 

That it had come — November. 



184 COLUMBIAN LANGUAGE LESSONS. 

9. The glebe untilled might plenteous crops have 

borne, 
And brought forth spicy groves instead of thorn; 
Rich fruit and flowers without the gardener's pains 
Might every hill have crowned, have honored all 

the plains: 
This Nature might have boasted, had the Mind 
Who formed the spacious universe designed 
That man, from labor free as well as strife, 
Should pass in lazy luxury his life. 

10. But He his creature gave a fertile soil, 
Fertile, but not without the owner's toil, 
That some reward his industry should crown, 
And that his food in part might be his own. 

11. Little Pearl Honeydew, six years old, 

From her bright ear parted the curls of gold; 
And laid her head on the strawberry bed, 
To hear what the red-cheeked berries said. 

12. Their cheeks were blushing, their breath was 

sweet, 
She could almost hear their little hearts beat; 
And the tiniest, lisping, whispering sound 
That ever you heard, came up from the ground. 

13. u Ivittle friends, " she said, U I wish I knew 
How it is you thrive on sun and dew! n 
And this is the story the berries told 

To little Pearl Honeydew, six years old. 

14. u You wish you knew? And so do we. 
But we can't tell you, unless it be 

That the same Kind Power that cares for you 
Takes care of poor little berries, too. 



EXERCISES IN DIAGRAMING. 1 85 

15. "Tucked up snugly, and nestled below 
Our coverlid of wind- woven snow, 
We peep and listen all winter long, 

For the first spring day and the bluebird's song. 

16. u When the swallows fly home to the old brown 

shed, 
And the robins build on the bougn overhead, 
Then out from the mold, from the darkness and 

cold, 
Blossom and runner and leaf unfold. 

17. "Good children, then, if they come near, 
And hearken a good long while, may hear 
A wonderful tramping of little feet — 

So fast we grow in the summer heat. 

18. "Our clocks are the flowers; and they count the 

hours 
Till we can mellow in suns and showers, 
With warmth of the west-wind and heat of the 

south, 
A ripe red berry for a ripe red mouth. 

19. "Apple-blooms whiten, and peach-blooms fall, 
And roses are gay by the garden wall, 

Ere the daisy's dial gives the sign 
That we can invite little Pearl to dine. 

20. "The days are longest, the month is June, 
The year is nearing its golden noon, 
The weather is fine and our feast is spread 
With a green cloth and berries red. 



1 86 COLUMBIAN LANGUAGE LESSONS. 

21. u Just take us betwixt your finger and thumb, — 
And quick, oh, quick! for, see! there come 
Tom on all- fours, and Martin, the man, 

And Margaret, picking as fast as they can. 

22. u Oh, dear! if you only knew how it shocks 
Nice berries like us to be sold by the box, 
And eaten by strangers, and paid for with pelf, 
You would surely take pity and eat us yourself!" 

23. And this is the story the small lips told 
To dear Pearl Honey dew, six years old, 
When she laid her head on the strawberry bed 
To hear what the red-cheeked berries said. 



LESSON 149. 
Topical Review. 

Note to the Teacher. — It is a good pedagogical maxim that 
whatever is worth learning at all, is worth learning well. To learn 
anything well, it should not only be understood and held in mind, 
but the learner should be able to reproduce it and apply it with 
facility. That both teacher and pupil may take hold vigorously 
of the essential facts that are presented in this book, review ques- 
tions are provided, and such illustration is demanded as will help 
to fix and clear up principles. 

477. Illustrate the answer to each question. 

What is an idea ? — a word ? — a thought ? — a sen- 
tence ? Name the parts of a sentence. What is 
the subject ? — the predicate ? — the copula ? How 
is the word and used? What is an adjective 
element? How is the subject indicated? — the 
predicate? — the copula? — the adjective element? 
How are possessives used ? — appositives ? What 
is an objective element ? What is the indirect 
object ? What is the adverbial element ? How 



TOPICAL REVIEW. 187 

is the word there used ? What is quality ? — man- 
ner ? Name the two classes of elements. Make 
the symbols for each. What is the difference 
between the bare subject and predicate and the 
logical subject and predicate ? 

478. What is a declarative sentence ? — an interro- 
gative sentence? — an imperative sentence? — an ex- 
clamatory sentence ? How many parts has a let- 
ter ? Name each part. What steps may be taken 
to write a story ? 

479. Name the rules for the use of capitals — I.? — 
II.?— III.?— IV.?— V.?— VI.?— VII.? Name the 
three uses of the period ? How is the inter- 
rogation-point used ? — the exclamation-point ? 
What is a homonym ? Name some homonyms 
and show how they are used ? 

480. What is a noun ? — a pronoun ? — a personal 
pronoun ? What is person ? Name and define each 
of the three persons? What is number? — the 
singular number ? — the plural number ? Give the 
rules for pluralizing nouns. What is gender ? — 
masculine? — feminine? — common? — neuter? 
How are the distinctions of masculine and femi- 
nine expressed ? What is case ? — nominative ? — 
objective? — possessive? How is the possessive 
case formed? What is declension? Decline fly; — 
woman; — brother-in-law. Decline I ; — you ; — 
he. What is a relative pronoun ? What symbol 
is used for a relative clause ? 



1 88 COLUMBIAN LANGUAGE LESSONS. 

481. What is a verb? Contrast nouns, pronouns and 
verbs. How are verbs which follow one another 
separated ? What is a transitive verb ? What is 
an intransitive verb ? Show the difference between 
these two kinds of verbs. What is a copulative 
verb ? What is voice ? — active ? — passive ? How 
many modes are there ? Define indicative mode ? 
— potential mode ? — subjunctive mode ; — imper- 
ative mode. What is tense ? Name the three 
divisions of time ; — the four stages of an action or 
state. Give twelve tense-forms of write. What 
are infinitives and participles ? How are the infi- 
nitives indicated ? How are participles formed? 
Give the rules. How is the past tense formed ? 
What are regular verbs ? — irregular verbs ? — 
principal parts ? How are irregular verbs formed? 
What are redundant verbs ? Give the remarks 
about regular verbs. Give the person and number 
of verbs. Give the inflected forms of cry, take, 
be, have, shall, will, do, may, can. Name the 
auxiliaries. Give the use of shall and will ; of 
have ; of may and can. 

482. What is an adjective? Name the kinds of 
adjectives. What is a qualifying adjective? a 
limiting adjective ? What is an adverb ? What 
is comparison ? Name the degrees of comparison. 
When is the comparative form used ? how is it 
formed ? When is the superlative form used ? 
how is it formed ? Give a rule for forming the 



TOPICAL REVIEW. 1 89 

comparative and superlative. Name the irregular 
adjectives; — adverbs. How are more or less, most 
and least used ? How are adverbs generally 
formed from adjectives? 

483. What is a preposition ? How is a prepositional 
phrase indicated ? What is a conjunction ? Name 
the conjunctions. How is a conjunction indi- 
cated ? What is an interjection ? Name the 
interjections. 

484. What is Grammar ? What is syntax ? What 
is a law of speech ? Give the rule for the subject 
{Rule I). Give the rules for the verb {Rule II 
and Rule X.). What is parsing? Give the 
formula for parsing the subject; the verb. Give 
the rule for the object {Rule III). Give the rule 
for the preposition {Rule IV.)] for the object of a 
preposition {Rule V). Give the rule for posses- 
sives {Rule VI). Give the caution. Give the 
rule for the place of the adjective {Rule VII). 
Give the rule for the use of adverbs {Rule VIII). 
Give the rule for the conjunction {Rule IX.). 
What is Rule X. ? Give the rule for predicate 
pronouns {Rule XI). Give the rule for agree- 
ment with antecedents {Rule XII). Write upon 
the blackboard the summary of the uses of words. 

485. What is composition? Make compound sen- 
tences; complex sentences. How many kinds 
of punctuation are there ? Name the marks used 
in grammatical punctuation; in rhetorical punc- 



190 COLUMBIAN LANGUAGE LESSONS. 

tuation ; in etymological punctuation. How 
should the colon be used? the semicolon? the 
comma? What use should be made of the dash? 
quotation-marks? parenthesis? brackets? How 
is the apostrophe used? the hyphen? 

486. Write a bill; a receipt; a promissory note. 
What five things are involved in a receipt ? in a 
promissory note ? Name the six parts of a letter. 
Where should the heading be written? the salu- 
tation? the contents? the subscription? How 
should a letter be folded ? stamped ? What is a 
formal note ? How should an application for a 
situation be made ? 

487. How are sounds distinguished ? For what 
purpose are vowels used ? Show how e is made ? 
a?a?6?oo?6? What are the elements of the 
diphthong 1 ? oi ? ow ? u ? Name the six pairs 
of vowels. How are the short vowels made? 
What are consonants? How are they classed? 
Name the semivowels. Which are coalescents? 
trills ? Make the words we and you. How is / 
made? rf Name the spirants. Which are 
voiced ? breathed ? How and where is the aspira- 
tion h used ? What are mutes ? Make the nasal 
mutes; the flat mutes; the sharp mutes. Write 
the chart of vowels and consonants. 

488. Give the rule for hyphening words. Out of 
what elements are words built ? Give the rules 
for syllabicating words. Name some independent 
elements. 



INDEX. 



The figures denote paragraphs. 



Accent, p 181. 

Adjective element, 36, 37, 39, 40. 

Adjectives after verbs, 79. 

Adjectives, 284; qualifying, 289; 
limiting, 290; comparison of, 
298-312. 

Adverbial element, 69, 70. 

Adverbs, 294; comparison of, 
309, 310. 

And, use of, 33-35 

Analvsis, 16, 18, 27, 37, 44, 46, 
50, 70, 76,80, 95, 198,202,276, 
279, 292, 296, 319, 323, 337, 
340, 344, 348, 351, 355, 359, 
362, 365. 

Ap( strophe, 419. 

Apple, lesson on, 287. 

Appositives, 46. 

Bills, 422, 423. 

Brackets, 417. 

Capitals, 4, 106-115. 

Case, 179-184 

Clause, relative, 198. 

Colon, 409. 

Comma, 135, 412. 

Comparison, 298; degrees of, 
301-302; irregular, 306-310. 

Composition, lessons on, 290. 

Composition of words, p. 178. 

Combination of sentences, sim- 
ple, 392; compound, 394 399; 
complex, 296, 393-400. 

Conjunctions, 320; list of, 321; 
symbol of, 323 

Consonants — semivowels, spir- 
ants, aspiration, mutes, p. 175- 
177. 

Copula, 25 and 79; copulative 
verbs, 212. 



Correcting plurals, 373; subjec 
and verb, 375; objective forms, 
377; possessives, 379; form 
and order of words, 381; ad- 
jectives, 383; compound sub- 
ject, 384; predicate pronouns, 
385; verb-forms, 386; auxil- 
iaries, 387; infinitives, 388; 
choice of words, 389. 

Dash, 414. 

Declension— nouns, 186; pro- 
nouns, 188; relative pronouns, 
190. 

Diagraming See Analysis. 

Diphthongs, Lesson 146. 

Dissyllables, Lesson 147. 

Elements, adjective, 36, 43, 46; 
objective, 49, 61; adverbial, 
69, 76. 

Exclamation-point, 121. 

Exclamatory sentence, 94. 

Gender, 170; masculine, 171: 
feminine, 172; common, 173 
neuter, 174; genders distin 
guished, 175-177. 

Grammar, defined, 331. 

Homonyms, 131, 132, 

Hyphen, 420. 

Idea, p. 10. 

Independent elements, Lesson 
148. 

Infinitives, 240, 243. 

Inflected forms, cry, 262; take, 
263; be, 268; have, 270; shall 
and will, 271; do, may, can, 
272. 

Interrogation-point, 6, 119. 

Interrogative sentence, 89 

Interjections, 326; list of, 327. 



192 



COLUMBIAN LANGUAGE LESSONS. 



Kangaroo, Composition on, 402. 

Letter-writing, 103, 104, 434; 
heading, 435; salutation, 436; 
contents, 437; subscription, 
438; folding, 439; superscrip- 
tion, 440; outlines for letters, 
442-449. 

Manner, Lesson 31, note. 

Mode, 219; indicative, 220; po- 
tential, 222; subjunctive, 224; 
imperative, 226. 

Monosyllables, Lesson 147. 

Noun, 133; exercise, 134-145; 
selection of, 146. 

Notes, formal, 450, 451. 

Number, 161-169; singular, 162; 
plural, 163. 

Objective element, 49, 50; in- 
direct, 61-63. 

Parenthesis, 416. 

Parsing, 335; models of, 337,340, 
344, 349, 351, 355, 359, 362, 
365. 

Participles, 244; rules for form- 
ing, 245. 

Period, 5, 117. 

Person, 156, 159. 

Picture lessons, 1, 16, 30. 38, 40, 
45, 55, 62, 81, 92, 103, 122. 

Plural, 193; rules for forming, 
165; compound nouns, 168; 
correcting plural forms, 373. 

Possessives, 43; syntax of, 347. 

Predicate, 15; logical, 84 

Prepositions, 315; syntax of, 
343. 

Pronouns, 150; as predicates, 31; 
kinds, 151-154; agreeing with 
antecedents, 364 

Promissory notes, 427 429. 

Punctuation, 5, 6, 117, 119-123 
135, 205, 409, 410-421. 

Quality, note, lesson, 21. 

Quantity, nouns of, 76. 

Quotation-marks, 415. 

Receipts, 424-426. 

Reproduction, 147, 192-194, 404, 
406, 407, 431, 433, 456, 458. 



Resolution of poems into sen- 
tences. 

Rules of syntax, lessons 93 101. 

Semicolon, 410. 

Sentence, 3; parts of, 13; declar- 
ative, 86; interrogative, 89; 
imperative, 92; exclamatory, 
94; finding simple sentences, 
403; compound, 405; complex, 

. 408 \ 
Situation, application for, 452. 

Subject, 14; logical, 83; syntax 
of, 333. 

Superlative degree, 303, 304. 

Syllabication, Lesson 146. 

Symbols, 18, 27, 37, 50, 70, 80, 
198, 286,318, 323. 

Syntax, 332; of subject, 333; of 
verb, 334; of object, 339; of 
preposition, 342; of the object 
of a preposition, 343; of pos- 
sessives, 347; of adjectives, 
351; of adverbs, 355; of con- 
junctions 357, 358; of pro- 
nouns as predicates, 361; of 
pronouns agreeing with ante- 
cedents, o64. 

Than, 334. 

Tense, 228; time-element, 229; 
stage-element, 233; perfect, 
276. 

Transposir noems, 430. 

Trisyllableo, wesson 147, 

Uses of words, summary of, 367. 

Verb-forms, 52-59, 63-67, 98-100. 

Verb, 20* transitive, 208; in- 
transith ~,210; principal parts, 
251; copulative, 212; regular, 
249, 260; irregular, 250, 252- 
258; redundant, 259; person 
and number of, 261; auxiliary, 
266-280 syntax of, 334. 

Voice, 21o>; active, 217; passive, 
217. 

Vowels, long, Lesson 140; short, 
Lesson 141. 

Words, Lesson 2; hyphenated, 
Lesson 146. 



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